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COPYRIGHT DEPOSIT 



SHORTHAND 
SIMPLIFIED 

A COMPLETE TEXT BOOK 
OX 

PHONOGRAPHY 

Presenting the Subject in a Very Clear 

and Comprehensive Manner; also 

Containing a Special 

Chapter on 

CAPITALIZATION AND PUNCTUATION 

BY 

GEORGE W. DAVIS 
ii 



Published by the 

Spencerian Commercial school 
cleveland, ohio 

1918 



7_5L> 



S Copyrighted 19 18 , by George W. Davis g 



>CLA50353ft 

SEP 25 1918 



1^-C I 



pr?far* 



THIS revised edition of Shorthand Simplified is the 
result of an earnest effort on the part of the 
author to further make the study of shorthand 
easier, particularly to the pupil of only average ability, 
and at the same time to make it much more interesting 
to all. The work has been thoroughly tested in the 
schoolroom and found in every way satisfactory. 

The arrangement of the subject matter, and the divi- 
sion of the lessons make the book particularly adaptable 
to High Schools and Colleges. 

No changes of moment have been made in the system 
as presented in former editions, so no confusion will be 
experienced in taking up the new book by those who 
have used the old. 

"Position" is taught from the beginning, and the 
pupil soon writes words in their natural position without 
apparent effort. 

The sentences in both the reading and writing ex- 
ercises, which begin with the second lesson, have been 
selected with great care and only such words or outlines 
used as will not conflict with subsequent principles. 



The arrangement of the words in columns in the 
writing lessons, with each one numbered, will be found ad- 
vantageous to both teacher and pupil, while the questions 
at the end of each lesson will be serviceable to the pupil 
in enabling him to determine for himself how thoroughly 
he understands the lesson. 

The large amount of additional matter, in the form of 
sentences, both to read and to write, which has been 
added, will be found ample for those who desire much 
of this work to do. If there is more than some teachers 
require, part may be omitted. 

The high character of the engraving and printing will 
be appreciated by all, and it is hoped, will inspire in the 
pupil a desire to do neat and accurate work, which is so 
essential to success. 



iv 



itemarka to % g>itttottt 



WHEN YOU ENTER upon the study of Short- 
hand, do so with a determination to stick to it 
till you can do good work. Do not get the 
erroneous idea that shorthand can be learned only by a 
talented few. There is nothing of mystery about the 
art ; its principles are simple, and a given degree of pro- 
ficiency in it can be obtained more quickly than in either 
grammar or arithmetic. 

MASTER EACH LESSON 

If you will accept advice of the utmost importance, 
you will master each lesson as you proceed, no matter 
how long it may take you. Do this, and you will be 
surprised at the ease with which shorthand can be 
learned. Many, in their eagerness to "get through the 
book,'' skim over the lessons, and, as a result, get the 
principles confused ; are unable to write correctly, con- 
sequently cannot read their notes. 

PAPER — PENCILS 

Use good paper and good pencils ; they are necessary 
to good work. Shorthand note books opening at the 
end are generally preferred. Beginners will find the use 
of double or triple lined paper of assistance in getting 
their strokes of uniform length, which is very important. 

Make your outlines small, and make them well. About 
one-eighth of an inch is the standard used in this work, 
and that size is found very satisfactory to most pupils. 



(Hantmts 



PAGE 

Lesson No. i 1-5 

Consonants, 1 ; Remarks, 2 ; Method of Writing, 2-4 ; 
Joining Consonants and Reading Exercise, 4 ; Writing 
Exercise, 5 ; Questions, 5. 

Lesson No. 2 6-13 

Heavy Dots — Long Vowel Sounds, 6-8 ; Position of 
Words, 8-9 ; Placing of Vowels, 10 ; Reading Exercise, 
1 1 ; Writing Exercise, 12 ; Questions, 13. 

Lesson No. 3 14-19 

Heavy Dashes — Long Vowel Sounds, 14 ; The and A y 
15-16 ; Reading Exercise, 17 ; Writing Exercise, 18 ; 
Questions, 19. 

LESSON No. 4 20-23 

Light Dots — Short Vowel Sounds, 20 ; Reading Exercise, 
21 ; Writing Exercise, 22 ; Questions, 23. 

Lesson No. 5 24-28 

Light Dashes — Short Vowel Sounds, 24-25 ; Reading 
Exercise, 26 ; Writing Exercise, Questions, 27-28. 

Lesson No. 6 29-35 

Diphthongs, 29-30 ; Vowel Word Signs, 30-31 ; Punctua- 
tion, Accent, 32 ; Reading Exercise, 33 ; Writing Exer- 
cise, Questions, 34-35 . 

Lesson No. 7 36-40 

Simple Consonant Word Signs, 36-38 ; Reading Exercise, 
39 ; Writing Exercise, 40. 

LESSON No. 8 41-46 

Pronoun 7, 41-42 ; Tick for He, 42 ; The, A, An and And, 
43 ; Reading Exercise, Writing Exercise, Questions, 44-46. 

Lesson No. 9 47-54 

Brief Signs for 5 and Z, 47-50 ; Use of 5 and £ Strokes, 50- 
51 ; Reading Exercise, Writing Exercise, Questions, 52-54. 

vi 



LESSON No. io..... 55-59 

Uses of Ar and Ray, 55-56 ; Reading Exercise, 57 ; Writ- 
ing Exercise, Questions, 58-59. 

Lesson No. ii 60-65 

Uses of El and Lay, 60-61 ; Uses of Ish and Shay, 62 ; 
Reading Exercise, 63 ; Writing Exercise, Questions, 64-65. 

Lesson No. 12 66-71 

H Represented by a Dot, 66 ; Uses of H Stroke, 66-67 ; 
Word Signs, 68 5 Reading Exercise, 69 ; Writing Exer- 
cise, Questions, 70-71. 

Lesson No. 13 72-79 

W Stroke and Semicircles, 72-73 5 W Hook and When to 
Use; 735 Weh and Wuh, 745 Circle Prefixed to Weh and 
Wuh, 74-75 ; When to Use Weh and Wuh, 75 ; Brief 
Signs for Y, 75-76 ; Reading Exercise, 77 . Writing Exer- 
cise, Questions, 78-79. 

LESSON No. 14 80-86 

Brief IF and Y in Vowel Places, 80-81 ; Affix Signs, 81-82 ; 
Word Signs, 835 Reading Exercise, 84; Writing Exer- 
cise, Questions, 85-86. 

Lesson No. 15 87-92 

The L Hook, 87-88 5 General Use, 88 ; Vocalization of L 
Hook Consonants, 88 . Imperfect Hooks, 89 5 Iss Joined 
to L Hooks, 89 ; Reading Exercise, 90 5 Writing Exercise, 
Questions, 91-92. 

Lesson No. 16 , 93-98 

The R Hook, 93-94 ; Vocalization, Use and Names of, 94-5 ; 
Circles Prefixed, 95 ; Reading Exercise, 96 5 Writing Exer- 
cise, Questions, 97-98. 

Lesson No. 17 99- 104 

Special Use of L and R Hooks, Special Vocalization, 99- 
100 ; Circle and R Hook Between Strokes, 100-101 ; 
Guide to Use of L and R Hooks, 101 5 Reading Exercise. 
102 ; Writing Exercise, Questions, 103-104. 

Lesson No. 18 105-111 

Enlarged L and R Hooks, Vocalization, 105-106 ; In, Un 
or En, 106 ; Unnecessary to insert all Vowels, Word 
Signs, 107-108 5 Reading Exercise, 109 ; Writing Exer- 
cise, Questions, no-Hi, 

vii 



Lesson No. 19 \ 1 1 2- 1 1 7 

Hooks for F, Fand N, Vocalization, 112-113 ; Circles and 
Loops Added, 113-114; When to Use, 114; Reading Exer- 
cise, 115; Writing Exercise, Questions, 116-117. 

Lesson No. 20 118-122 

Short and Tiv, 118; Eshon Hook and Vocalization of, 
119; Reading Exercise 120 ; Writing Exercise, Ques- 
tions, 121-122. 

Lesson No. 21 123-129 

M Shaded to Add P or B y 123 ; Lengthened Strokes and 
Vocalization of, 123-125; There, Their, etc., Added, 125; 
Reading Exercise, 126; Writing Exercise, 127-128; Ques- 
tions, 129. 

Lesson No. 22 130-132 

Word Signs, 130 ; Writing Exercise, 131-132. 

Lesson No. 23 133-142 

Shortened Letters and Method of Reading, 133-135 ; When 
Not to Shorten, 135-138 ; Derivatives, 138 ; Reading Exer- 
cise, 139 ; Writing Exercise, Questions, 140-142. 

LESSON No. 24 143-144 

Half Length Word Signs, 143 ; Writing Exercise, 144. 

LESSON No. 25 145-152 

Brief Prefix Signs, 145-148 ; Reading Exercise, 149 ; 
Writing Exercise, 150-151 ; Questions, 152. 

LESSON No. 26 i53-!59 

Affixes, 153-155 5 Lapping, 155 ; Reading Exercise, 156 ; 
Writing Exercise, Questions, 157-159. 

LESSON No. 27 160-165 

Phrase Writing, 160 ; When Not to Phrase, 160 ; Position 
of Phrases, 161 ; Omission of Consonants, 162 ; Reading 
and Writing Exercises and Questions, 163-165. 

LESSON No. 28... 166-171 

Omission of Words, 166-168 ; Brief W and Y Enlarged, 
168-169 ; Reading and Writing Exercises and Questions, 
170-171. 

LESSON No. 29 172-180 

Reporting Expedients, 172-176; Reading and Writing 
Exercises and Questions, 177-180. 

Advanced Word Signs, 181-99 ; Exercise on Word Signs, 200-01 ; 
Shorthand Notes, 203-16; Translation of Shorthand Notes, 
217-28 ; Guide to Use of Capitals, 229-31 5 Punctuation, 232-47. 

viii 



Lesson No. 1 



L,earn the following phonographic characters : 



Phonographic 
Character. 



Consonant Sound Phonographic 
it Represents. Character. 



Consonant Sound 
it Represents. 



i* 



/* (called chay) ch 

/ r 

k 

(called gay) ..g 

<v f 

V. v 

V as in thin (called ith) th 

V as in then (called the) th 



(called ish) sh 

y (called zhay) zh 

(called lay) 1 

y 

(called ray 



^ 



( 



two signs r 



^ (called way) w 



^, (called ing) ng 

y^, (called hay) h 



Note. The arrow is used above merely to show the direction in 
which the stroke is written. 



REMARKS 

i. The foregoing list contains the consonants of the 
phonographic alphabet. It will be noticed that these 
consonants are represented by light and heavy strokes. 
These correspond exactly with the sounds ; thus, p, hav- 
ing a light sound, is represented by a light stroke, and 
b, having a heavy sound, is represented by a heavy 
stroke, and so on through the alphabet. 

2. In writing the characters, make the light lines very 
light and give just pressure enough to the heavy ones to 
make them distinguishable. 

Form the letters with one stroke of the pen or pencil ; 
never go over a line to ' ' touch it up " or to make it 
heavy. The heavy curves should taper to a light line at 
each end. 

3. Hold the pen between the thumb and first finger, 
the same as for longhand, but less inclined. Do not clinch 
the pen, as that hinders speed and makes the writing stiff 
and tiresome. 

4. The alphabet should be written and re- written 
until the characters can be formed readily and well. Page 
after page may be filled with profit. 

5. Use a fine pen or a sharp, stenographic pencil. 
When practicing, have several well- sharpened pencils, so 
that as soon as one becomes dull another may be taken. 



METHOD OF WRITING 

6. Two of the characters, 1 and sh, are written both 
upward and downward. 



(a.) When / is written upward it is called lay, and 
when written downward it is called el. 

(6.) When 1 stands alone, that is when it is the onfy 
stroke in the word, it is always written upward. 

(c.) When sh is written downward it is called ish, 
and when written upward it is called shay. ' 

(d.) When sh stands alone, that is when it is the only 
stroke in the word, it is always written downward. 

7. All horizontal strokes (k, gay, m, n, ing) are 
written from left to right. . 

8. Hay, and the straight line for r (ray), must 
always be written upward. All other inclined strokes 
(except lay and shay) are written downward. 

9. Ray, being written upward, is more slanting, when 
standing alone, than chay, which is always written 
downward. They' are thus easily distinguishable. 

The slant of an inclined stroke may sometimes be 
varied slightly, in order to secure a sharper angle with 
the stroke to which it is joined. 

chay-ray ray-k ray-p f-n f-p lay-s lay-m 



10. The pen or pencil should not be lifted in writing 
any group of consonants ; thus, 

p-t p-chay p-ray p-p p-b b-p m-m 



\ 




ii. In writing pb (see preceding illustration) begin 
with a light line and gradually increase to a heavy one. 
In writing bp begin with a heavy line and gradually 
taper to a light line. Pp is one continuous light line. 

12. Two or more consonants joined together are called 
an outline. 

13. Read the following exercise over and over until 
every outline can be read without hesitation. 



READING EXERCISE — LESSON No. 1 



14. Write again and again the phonographic outlines 
in the following exercise until you can form the charac- 
ters quite readily and well. Give but little extra pressure 
to the pen or pencil in writing the heavy lines. Make all 
the characters the same size as shown in the Reading 
Exercise. Notice particularly the slant of the curves 
and the degree of curvature. 

4 



WRITING EXERCISE.— EESSON No. 1 

B-k, b-k-m, b-k-n, b-k-lay, lay-b, t-chay, j-b, ray-n, 
shay-k, ar-m-n, ray-d-m, p-p, p-b, d-d, d-t, lay-ray, lay- 
ar, ith-m, v-m-n, t-d, ish-p, hay-ray, ish-ar, z-k, m-lay- 
shay, f-t, f-n, chay-gay, ray-el, ray-ith, f-gay, chay-s, 
f-ish, f-shay, lay-m, f-ing, f-v, k-ray, t-n, chay-k-el, 
ray-s, m-n-k-el, zhay-ar, n-hay, hay-n, b-d, d-b, j-b, b-j, 
hay-ing. 

QUESTIONS —LESSON No. 1 

i. What letters may be written either upward or downward ? 

2. How are ray and chay distinguished ? 

3. In what direction must ray always be written ? 

4. What name is given to 1 when written upward ? 

5. Is ray ever written downward ? 

6. What is an outline ? 

7. In what direction are the horizontal letters written ? 

8. What name is given to ch ? 

9. Name the horizontal letters. 

10. Why is b written with a heavy stroke and p with a light one ? 

11. In what direction is chay written ? 



Lesson No. 2 



VOWELS 

15. There are twelve vowel sounds and four diphthong 
sounds used in phonography. The vowel sounds are 
represented by heavy and light dots and by heavy and 
light dashes. The diphthongs are represented by wedge- 
shaped marks. 

The consonants of a word are written first, the 
vowels afterward. 



HEAVY DOTS— LONG VOWEL SOUNDS 

16. The sounds of e, a and ah are each represented 
by a heavy dot. 

17. The heavy dot for the sound of long e (as heard 
in eat and eve) is always written opposite the beginning 
of a consonant stroke. 

18. The heavy dot for the sound of long a (as heard 
in ale) is always written opposite the middle of a con- 
sonant stroke. 

6 



19- The heavy dot for the sound of ah (as heard in 
calm and arm) is always written opposite the end of a 
consonant stroke ; thus, 

Sound. Example. Sign. 

e (as in eve) I (Called a long first-place vowel.) 

a (as in ale) "| (Called a long second-place vowel.) 

ah (as in calm) J (Called a long third-place vowel.) 

20. The t stroke in the above illustration is used merely 
for the purpose of showing the position of the vowel, but 
i s no part of the vowel. 

21. Remember that the dots do not represent letters, 
but sounds. For instance, a heavy dot written at the 
beginning of a stroke does not represent the letter e, but 
only the long sound of e (e) as heard in the words eat, 
eel } pier, etc. Another sign will be used to represent 
the short sound of e (e) as heard in Ed, fed, etc. 

22. In learning the vowel sounds always remember 
the words given as examples ; they will serve as " keys " 
in case of doubt. 

23. As lay, shay, ray and hay are always written 
upward, a first place vowel beside these strokes will 
always be at the bottom (which is the beginning of the 
stroke) ; thus, 

lee reed Hebe sheath 

C A 



2^. in phonography, or shorthand as it is commonly 
called, all words are spelled by sound and all silent 
letters omitted ; thus, day is spelled da ; tea, te ; make, 
mak ; came, kam ; dough, do ; phrase, fraz ; knave, nav ; 
pay, pa ; rough, ruf ; etc. 

The ordinary spelling, therefore, often gives no guide 
as to the phonographic spelling. At first the pupil may 
find spelling by sound somewhat difficult, but after a 
little practice he will be surprised to see how easy it 
really is. 



POSITION 

25. For reasons which will be made apparent here- 
after, the consonant outlines of words are written in three 
positions, as follows : 

1. In the first position, which is above the line. 

2. In the second position, which is on the line. 

3. In the third position, which is through the line, ex- 
cept for horizontal consonants, which are written below it. 



RULE FOR WRITING WORDS IN THEIR 
POSITION 

26. The first perpendicular or inclined stroke of a 
word is written in the position denoted by the vowel 
(or the accented vowel when there is more than one 
vowel) , without regard to the position of the other strokes ; 
hence, it is not always the first stroke, but the Arst 



perpendicular or inclined stroke of a word that is 
written in the position denoted by the vowel ; thus, 
keep wreak beneath veal vale cape balm 



■V ^ 



(a.) When the vowel (or accented vowel) of a word 
is a first place vowel, the consonant outline is written 
above the line, in accordance with the above rule ; thus, 

beam meek sheep repeal Pelee kneel 



NOTE. For first position words, the general rule is to rest the 
bottom of the first perpendicular or inclined stroke half the height 
of a t above the line. But when horizontals are the only conso- 
nants in a first place word, they are written the full height of the 
t above the line. The exact distance above the line of a first place 
word is, however, largely a matter of convenience of the writer. 

(6.) When the vowel (or accented vowel) of a word is 
a second place vowel, the consonant outline is written on 
the line in accordance with the above rule (No. 26); thus, 

bake came rake fame name became decay 



(c.) When the vowel (or accented vowel) of a word is 
a third place vowel, the consonant outline is written 
through the line, in accordance with the above rule 
(No. 26), unless the consonants are all horizontals, in 
which case they are all written below the line ; thus, 
far becalm bath arc Czar ma calm 



t 



HOW TO PLACE THE VOWELS 

In shorthand we read the same as in longhand ; namely, 
from the top down, and from left to right ; hence, 

27. A vowel to be read before a consonant, must be 
placed : 

(<a.) Above a horizontal stroke or to the left of a 
perpendicular or inclined stroke. 

A vowel to be read after a consonant, must be placed : 

(b.) Below a horizontal stroke or to the right of a 
perpendicular or inclined stroke. 

NOTE. The small cross in the Reading Exercise is used to indi- 
cate the end of a sentence. Two parallel lines under a word indi- 
cate a proper name. 



10 



READING EXERCISE— LESSON No. 2 



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7 SENTENCES lS...„^5>> fc „yL_._- r -.___.^.._.. 


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9 rr^rr^^- L_X - \ -\ ^i^ 


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x <. 1 ±£_x_L 

JU_* La. 



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WRITING EXERCISE— LESSON No. 2 



i peak 

2 beam 

3 ease 

4 teak 

5 teeth 

6 teem 

7 pewee 

8 deem 

9 cheek 
io fee 

ii Phoebe 

12 eve 

13 thee 

14 sea 



15 sheep 

16 eel 

17 me 

18 neap 

19 knee 

20 pay-day 

21 take 

22 Abe 

23 bake 

24 eight 

25 tape 

26 tame 

27 aid 

28 dame 



29 decay 

30 jay 

31 Jake 

32 cape 

33 cage 

34 came 

35 gauge 

36 game 

37 fame 

38 faith 

39 vague 

40 shape 

41 shake 

42 ale 



43 make 

44 aim 

45 maim 

46 May-day 

47 knave 

48 name 

49 weigh 

50 palm 

51 balm 

52 calm 

53 ma 

54 ha 

55 aha 

56 Ada 



1. They came each May. 

2. See Phoebe take aim. 

3. They say, aha ! 

4. Take me, teach me, keep me. 

5. They see Eva each day. 

6. She may teach Mayme. 

7. Faith may make Ray meek. 

8. Each team may take eight. 

9. See Eee ape May. 

10. They name each game. 

11. She may pay me, they say. 

12. Vague aim may delay fame. 

13. They became tame. 

14. Each may name eight. 

15. They bathe babe each day. 



QUESTIONS— LESSON No. 2 

1. How many vowel sounds are used in phonography? 

2. How many diphthongs are used ? 

3. What is used to represent the long sound of e ? 

4. Where is it always placed ? 

5. What sound is represented by a heavy dot placed opposite 
the end of a consonant stroke ? 

6. Do the heavy dots represent letters or sounds? 

7. What two consonant strokes are always written upward 
and never downward ? 

8. How are words spelled in shorthand ? 

9. In how many positions are words written ? 

10. If a word is written above the line, in what position is it ? 

11. Which stroke, of a word composed of both horizontal and 
perpendicular or inclined strokes, is written in the position de- 
noted by the accented vowel ? 

12. If a word is composed entirely of horizontal consonants, 
which one takes the position of the vowel ? 

13. If a vowel is placed above a horizontal consonant when is 
it read ? 

14. If placed at the left of an inclined stroke when is it read ? 

15. What sign is used in the dictionary to indicate the long 
sound of a vowel ? 



13 



Lesson No. 3 



HEAVY DASHES— LONG VOWEly SOUNDS 

28. The sounds of aw, o and oo are each represented 
by a heavy dash. 

The dash for the sound of aw (heard in law and all ) 
is always written opposite the beginning of a consonant 
stroke. 

The dash for the sound of o ( heard in no and low) is 
always written opposite the middle of a consonant stroke. 

The dash for the sound of oo ( heard in doom and 
mo ve) is always written opposite the end of a consonant 
stroke ; thus, 

Sound. Example. Sign. 

aw (as in law and all) | (First place, long vowel) 

6 (as in no and low) ~| (Second place, long vowel) 

66 (as in doom and move).. _| (Third place, long vowel) 

29. The dashes represent sounds, not letters. They 
should be made about one- fourth the length of a t stroke, 
and written at right angles to the stroke beside which 
they are placed. They should be written close to the 
stroke, but should not touch it. 

14 



VOWELS BETWEEN STROKES 

30. All first place vowels — dots or dashes — occurring 
between two consonant strokes should be written after 
the first stroke. 

(a.) All third place vowels — dots or dashes — occur- 
ring between two consonant strokes should be written 
before the second stroke. 

(b.) Long second place vowels — dots or dashes — 
occurring between two consonant strokes are written 
after the first stroke. 

balk beam boom calm bake choke rogue 

t- *- . ^ A _£- 



w ~-r^ - v 

NoTK. By observing the foregoing rules when writing, accuracy 
in reading will be greatly facilitated. If they are disregarded, 
confusion will often result. For instance, if the first place e, in 
beam, were written beside the second stroke m, the vowel would 
come in the angle between the b and the m, and we could not tell 
whether it was meant for e or ah> and the word might be read 
either beam or balm. 



THE and A 

31. The word the is represented by a light dot above 
the line. 

The word a is represented by a heavy dot on the line. 

the law the dome the team a joke a game a load 

...i.£ ;..j^ :__Ll_^_ ,--,— ._£L 

15 



32. The most rapid progress will be made by him 
who masters every principle and lesson as he goes along 
and reviews frequently all that he has been over. He 
who does this will find the study more interesting and 
less difficult as he proceeds, and will lay the foundation 
for future success. 

Do not be in too great a hurry to advance. The first 
requisite in shorthand is accuracy, and accuracy only 
comes through perfect familiarity with the subject. 
Master each principle as you go along so that you can 
apply it readily. 

33. Read the "Reading Exercise " over and over 
till each word can be read without hesitation. 

Write the ' ' Writing Exercise ' ' time after time till 
every outline can be formed readily. Follow this plan 
with all subsequent Exercises. 



16 



READING EXERCISE— LESSON No. 3 

^ V ,XC_ YJ$£ jri_:Lz:. 



At 



_jl^ZL.Js -( hj< AJ§a 

4 £\..../Q ^....^....£H._.:.Q:...A A Z_~X 



5 SENTENCES __A^„ <^> 

rLUt. £Z. ^ 






..X 



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:d._*j_±fei._!b m.:._:.._ 



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=,_^ d_.il l_^ sajL U2E^j| 

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WRITING EXERCISE— LESSON No. 3 



paw 

both 

foe 

coo 

jaw 

doe 

Zona 

8 woo 

9 law 
io choke 
ii boom 



12 booth 

13 poke 

14 go 

15 coop 

16 daw 

17 oat 

18 so 

19 move 

20 yaw 

21 ode 

22 awl 



23 sew 

24 pope 

25 comb 

26 tomb 

27 awed 

28 toe 

29 Otho 

30 shoo 

31 Shaw 

32 denote 

33 donate 



34 dough 

35 haw 

36 coach 

37 tooth 

38 daub 

39 obey 

40 veto 

41 zoo 

42 saw 

43 dome 

44 mope 



45 doom 

46 gnaw 

47 j° ke 

48 Job 

49 talk 

50 beau 

51 foam 

52 ooze 

53 thaw 

54 owed 

55 show 



1. They say so, 

2. Obey the law. 

3. They both saw me make the cake. 

4. Asa may take May a bouquet. 

5. They .saw the hobo hoe. 

6. Joe came, so Ada may go. 

7. The chalk may make Esau choke. 

8. Show me page eight. 

9. They know she may say no. 

10. Show me the way they came. 

1 1 . They saw no foe. 

12. Each day she came beneath the oak. 

13. They know the law. 

14. She saw the joke. 

15. They may veto both. 



18 



QUESTIONS— LESSON No. 3 

1. What length should the dash vowels be written? 

2. A dot or dash vowel, placed opposite the middle of a stroke, 
is called what place vowel ? 

3. If a vowel is placed opposite the beginning of a stroke, what 
place vowel is it ? 

4. Where is a first place vowel, occurring between two conso- 
nant strokes, written ? 

5. Where is a third place vowel, occurring between two conso- 
nant strokes, written ? 

6. What is used to represent the word "the " ? 

7. In what position is it always written ? 

8. What word is represented by a heavy dot on the line ? 



Lesson No. 4 



LIGHT DOTS— SHORT VOWEL SOUNDS 

34. There are three light dot vowel sounds, repre- 
sented as follows : 

Sound. F.xample. Sign. 

Short 1 (!) as in it «... (Light first place vowel) 

Short e (e) as in Ed or her 1 (Light second place vowel) 
Short a (a) as in at J (Light third place vowel) 

35. In learning these sounds it is important to re- 
member the examples or "key words;" for instance, in 
giving the sound of the light first place dot, say f ' 1 as 
in it," not 1 as in it. For the second place light dot, 
say " eh as in Ed," not e as in Ed, etc. Do not forget 
that the dots represent sounds, not letters. 

36. When a light second place vowel occurs between 
two consonant strokes it is written before the second 
stroke. 

37. Condensed rule for placing" vowels between 
strokes : 

All first place and long" second place vowels are writ- 
ten after the first stroke. 

All others are written before the second stroke. 

20 



READING EXERCISE —LESSON No. 4 

, v^ Jc^._,zni_CZ^ZlJ£Z^ £ 

5 i^..X.._.^....v^..-^..^/^.....^x...zi.^_^z.. 



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g 



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•*- 



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7 



A 



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$ SENTENCES. „JC7-„_„ -\ Z.'l ^„_X___H7_. 



W 



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ij: 



.:x....^..^-.^_^...:_A.-,-A..K 



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16 j- 



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21 



WRITING EXERCISE —LESSON No. 4 



i pitch 

2 fifty 

3 eddy 

4 tack 

5 big 

6 ill 

7 ke g 

8 cap 

9 ditch 
io ink 

ii enemy 
12 Jack 
,13 back 
14 bag 



15 king 

16 deck 

17 tag 

18 pink 

19 shaky 

20 edge 

21 catch 

22 dim 

23 inch 

24 envy 

25 chap 

26 beck 

27 ebb 

28 match 



29 death 

30 bang 

31 pony 

32 ship 

33 gem 

34 cab 

35 Timothy 

36 nip 

37 meadow 

38 gang 

39 Jim 

40 apathy 

41 sham 

42 map 



43 abbey 

44 pith 

45 zin c 

46 check 

47 tabby 

48 tick 

49 mimic 

50 many 
5i gap 

52 chick 

53 peg 

54 jam 

55 kick 

56 anthem 



57 
53 

59 
60 
61 
62 

63 
64 

65 
66 
67 
68 
69 



pick 

victim 

depth 

tank 

baby 

Minnie 

egg 

cavity 

chip 

peck 

pack 

jig 
Betty 



9 

10 
11 
J 2 
13 
14 
15 
16 



Ask Daisy if she saw Dick go back. 

Tim may take Jennie in the canoe. 

Anna came in May. 

Fetch me the heavy cape. 

They ship a package each day. 

See naughty Jennie mimic Katie. 

Jesse may teach anatomy at Teck Academy. 

If they go they may see Anna at Owego. 

Many bathe in the bay. 

They pay the indemnity in cash. 

See the wee pig eat the cabbage. 

Eddie saw a big ship. 

They pack eight in each bag. 

Take Edna so she may ask if Ella came. 

Auntie may go back if they see Etta at Attica. 

Jamie saw the mink in the big, back meadow. 



QUESTIONS.— LESSON No. 4 

1. What sound is represented by a light, second place dot? 

2. When a light, second place vowel occurs between two conso- 
nant strokes, where should it be placed ? 

3. Where should a light, third place vowel, occurring between 
two strokes, be placed ? 

4. Where are all first place vowels written when occurring 
' between two consonant strokes ? 

5. What sound is represented by the light, first place dot ? 

6. What mark in the dictionary is used to denote short a ? 

7. Is the same mark used to denote the short sound of all vowels ? 



Lesson No. 5 



LIGHT DASHES— SHORT VOWEL SOUNDS 

38. Three vowel sounds are represented by light 
dashes, as follows : 

Sound. Example. Sign. 

Short o (6) as in on I (Light first place vowel) 

Short u (u) as in up ~| (Light second place vowel) 

Short 00 (66) as in foot. _| (Light third place vowel) 

39. Remember that all first place and long second 
place vowels, occurring between two consonant strokes, 
are written after the first stroke, and all others before the 
second stroke. 

40. The above rule should not be used when its ob- 
servance would bring a vowel into an angle, as would be 
the case in camera and calmly , one of the objects of 
the rule being to keep the vowels out of the angles. 

41. The great importance of the vowels must not be 
overlooked. The whole list should be reviewed by the 
pupil again and again until every dot and dash can be 
determined and placed in its proper position without hes- 
itation. 

24 



The idea, at this stage of advancement, is to write 
accurately and neatly, rather than rapidly. Make the 
outlines to the best of your ability. Cultivate an even, 
steady movement. Do not hurry your work. 

42. An or and— These words are represented by a 
light dot on the line of writing ; thus, 

an ape an Eskimo an appeal and see and take 

. .\ JU^. JC ,2 L 



25 



2 ..//.. 



READING EXERCISE— LESSON No. 5 

VI W \T~ 



t->- £-4 




WRITING EXERCISE— LESSON No. 5 



I poppy 


15 jog 


29 knotty 43 tongue 


57 mug 


2 body 


16 copy 


30 punk 


44 Dutch 


58 among 


3 boggy 


17 coffee 


31 puppy 


45 duck 


59 muff 


4 botch 


18 cog 


32 pug 


46 dumm) 


r 60 money 


5 Tom 


19 comma 


. 33 Puck 


47 funny 


61 honey 


6 tonic 


20 comic 


34 putty 


48 jug 


62 gummy 


7 top 


21 comedy 35 bung 


49 judge 


63 bush 


8 topic 


22 fop 


36 bug 


50 junk 


64 took 


9 dockage 


23 fog 


37 budge 


51 cub 


65 cookie 


io dog 


24 fob 


38 bunk 


52 cup 


66 cooked 


ii dock 


25 shock 


39 tug 


53 gum 


67 shook 


12 dodge 


26 shop 


40 tub 


54 thumb 


68 nook 


13 domino 


27 knob 


41 touch 


55 annum 


69 goody 


14 chop 


28 notch 


42 tuck 


56 muddy 





1. If they take in enough money, Jacob may go in a 
month. 

2. Edna saw the big dog among the sheep in the 
meadow. 

3. Auntie took the bonnet back a month ago. 

4. Tommy ate the cookie and Ella ate the peach. 

5. Hattie and Johnny may go and see the duck. 

6. Take the key and the book. 

7. The dog ate the chop. 

8. Show Johnny the bunch in the attic. 

9. Ada and Jennie go back May fifth. 

10. The knave took off the knob. 

1 1 . Emma may pack the tea and the coffee. 

12. Copy the funny page in ink. 

13. The cook kicked at the shaggy dog. 

14. Fudge may make Hattie ill. 

27 



J 5 
16 

18 
19 



The judge took the low buggy. 
Show me the Dutch coffee mug. 
Knock, and ask if Otto may go. 
Bobby saw a big bug in the bush. 
A thick, heavy fog came up the bay. 



QUESTIONS— LESSON No. 5 

1. What sound is represented by a light, first place dash ? 

2. What sound is represented by a light, third place dash? 

3. When a first place vowel occurs between two consonant 
strokes, where should it be placed ? A long, second place ? All 
third place ? 

4. Should the rule be followed when its observance would 
bring the vowel into an angle? Give an illustration where the 
vowel would come in the angle. 

5. What mark in the dictionary is used to represent the short 
sound of a vowel ? 

6. What two words are represented by a light dot on the line ? 

7. What mark in the dictionary is used to represent the sound 
of a as heard in arm ? 



28 



Lesson No. 6 



DIPHTHONGS 

43. There are four diphthong sounds, represented as 
follows : 

Sound. Example. Sign. 

1 

j (as in ice or by) ' (Called first place diphthong) 

A I 

oy (as in oil or boy) ' (Called first place diphthong) 

ou (as in out or owl) J (Called third place diphthong) 
ew (as in due or hew) <| (Called third place diphthong) 

44. The diphthongs are written in the first and third 
positions only. They are governed by the same rules as 
are the vowels. 

45. The position of the diphthongs and the direction 
in which they point are never changed. 

46. It is sometimes convenient to join the diphthongs 
to the consonant strokes, thereby avoiding lifting the 
pen ; thus, 

Ida Isaac oil bough cue avow 

V - ^ r v--^ * 

29 



47- When two vowels, or a vowel and a diphthong, 
occur between two consonant strokes, it is advisable, 
whenever possible, to place one to each stroke ; thus, 

chaos vowel poem Viola 



>- 



48. When two vowels, or a vowel and a diphthong, 
have to be written to one consonant, the one which is 
sounded next the consonant should be written close to it, 
and the other a little farther away ; thus, 

iota payee X,eo Noah towel Maria duel 



\r -^ -¥ 



VOWEL WORD SIGNS 

49. The following signs, which are always used to 
represent the respective words they indicate, must be so 
thoroughly memorized that they can be expressed 
instantly. These words are of such frequent occurrence 
that they have been provided with the briefest -possible 
signs. They should be made only one-fourth the length 
of a consonant stroke. The tendency w T ith all beginners 
is to make them too long. The signs are written down- 

30 



ward in the direction of p, t or chay, except "on," 
which is sometimes written upward when joined to other 
words. 





already 










all 


awe 


ought 


of 


or 


on 


\ 


' 


/ 


\ 


1 


/ 


two 


oh 


who 








too 


owe 


whom 


to 


but 


should 


\_„ 


„._!____ 


/. 


J _\ 


_._. I 


/ 



NAMES OF THE VOWEL WORD SIGNS 

50. It is quite important, for the purpose of convers- 
ing between teacher and pupil, to know the names of the 
shorthand characters and combinations. These are very 
easy to learn, and the pupil should familiarize himself 
with them. 

51. The names of the dash- vowel word signs are 
formed by adding " et-oid " to the simple consonants, as 
bet-oid, det-oid, chet-oid, jet-oid, etc.; thus the sign 
for all is bet-oid 1 ; the sign for who, jet-oid 2 ; the sign 
for of, pet- old 1 , etc. The small figure at the right indi- 
cates the position of the sign. ' 

31 



PUNCTUATION— ACCENT 

Punctuation :— The following are the punctuation 
marks most used in shorthand : 

t> • a / or x 

Period / 

Interrogation / * 

Parenthesis i 

Dash ;.. ~~- 

52. If other punctuation is desired, the ordinary char- 
acters may be used. 

53. Emphasis may be indicated, as in longhand, by 
drawing one or more lines beneath the word to be 
emphasized. 

54. Accent, Occasionally it may be found conven- 
ient to denote an accent. This may be done by writing 
a small cross near the accented vowel ; thus, 

Au'gust august' 

x i ^ 

xi 



32 



READING EXERCISE— LESSON No. 6 



\r i 



, v 



:jj^i 



^r- 



/i 



A ^ «5_ !> c ~~ V ^ v 



, <ri.._<i._w; ...i^...t^._.2...i..^...lil..v^_ 



k^-M--^^- \-V--- 






g SENTENCES 

i 



>■ 



A-A- 



-l._..\_. 



a^XA 



l±/ll 



A'Y- 



L.:L._^._^..t..../..(: 



/ .O. \ 



.__\_._ — 1 y..A... 



_\ y 



JL 



V L, 



W? 



L 4 

i__.'__,_J 



•/TV 



/I 



y^Lj^z^ 



> ■ ■ A 



16 X. 






.L. 



33 



WRITING EXERCISE— LESSON No. 6 



i pie 

2 pipe 

3 P^ty 

4 pike 

5 abide 

6 buy 

7 by-way 

8 tie 

9 item 
io type 
ii tiny 

12 tidy 

13 die 

14 dime 

15 deny 

16 diet 

17 chime 

18 China 



19 guy 

20 vivify 

21 via 

22 ivy 

23 thigh 

24 sigh 

25 eyes 

26 shy 

27 shiny 

28 lie 

29 Medina 

30 nigh 

31 knife 

32 high 

33 annoy 

34 boy 

35 toy 

36 joy 



37 voyage 

38 oil 

39 enjoy 

40 pouch 

41 bough 

42 outgo 

43 outweigh 

44 downy 

45 dugout 

46 cow 

47 couch 

48 cowboy 

49 vouch 

50 allow 

51 owl 

52 endow 

53 mouth 

54 Howe 



55 Pew 

56 tube 

57 tunic 

58 duke 

59 dew 

60 duty 

61 dupe 

62 Jew 

63 cue 

64 Cuba 

65 cubic 

66 fume 

67 view 

68 Zion 

69 Noah 

70 Ohio 

71 Geneva 

72 bayonet 



1 . Nina who came to Omaha to see Ida may go back 
in May. 

2. She ought to take time to see Hugh. 

3. They all came but Dana. 

4. Nannie may go ahead of Emma; she ought to, 
anyway. 

5. Jacob should go to Nassau in a day or two to buy 
hay. 

6. The boy came back by way of Ohio. 

7. The thief took my jackknife and necktie. 

8. Chop enough ice to keep all day. 

34 



9- They all enjoy to go in the " auto." 

10. Should she say, "they should," or "they 
ought ? ' ' 

ii. They already see a way out. 

12. To whom should she pay the money they owe ? 

13. Myra should keep the toy and Ivy the knife. 

14. They ought to eateh the boy in a day or two. 

15. They came back in the nick of time. 

16. She took a dime to buy a pike. 



QUESTIONS— LESSON No. 6 

1. What shaped marks are used to represent the diphthongs ? 

2. How many diphthongs are there? 

3. In what directions do the diphthongs i and ou point ? 

4. Are the diphthongs ever joined to the consonant strokes ? 

5. When two vowels, or a vowel and a diphthong, occur between 
two consonant strokes, how is it usually advisable to place them ? 

6. In cases where two vowels have to be written to one stroke, 
how should they be placed ? 

7. How long should the dash-vowel word signs be made ? 

8. What is the name of the sign for but ? For should ? For to ? 



35 



Lesson No. 7 



SIMPLE CONSONANT WORD SIGNS 

55. On account of the frequent occurrence of certain 
words they are provided with brief signs, called word 
signs, that they may be written with the least effort and 
the utmost speed. These word signs should be studied 
and practiced until they can be expressed in their proper 
positions without a moment's hesitation. 

56. Word signs are written in the first, second and 
third positions, but not always in the position denoted 
by the vowel sound. When a word sign is not written 
in its natural position, that is in the position denoted by 
the vowel, the change has been made to avoid confliction 
with some other word. 

57. In the word sign lists, the hyphen is used to 
indicate that the sign is also used to represent the word 
formed by the additional letters or syllables ; thus, 
' ' Usual-ly ' ' indicates that both usual and usually are 
represented by the same sign. 

58. There is no "easy" way by which the word 
signs may be learned without effort. A g-oodway, how- 

36 



ever, is to speak the word and then the name of the out- 
line and the position in which it is written, at the same 
time writing the sign ; thus, say : "hope is represented 
by p in the third position,' ' or (expressing it more sim- 
ply) ' ' hope, p 3 . ' ' In this way three faculties are brought 
into use. The ear receives the sound, the hand forms 
the sign, and the eye carries the picture of the sign to 
the brain. 

59. After the list has been written through several 
times, reverse the order by covering the printed words 
and reading the signs both forward and backward, and 
skipping around. 



--V— .* party, hope 

- -^ be or object 

-\- to be 



them or they 

..though or thou 



.us or use 



...it -1- was 

do „_y__ use > (pronounced uze) 



.had 






which 

much 

, advantage 



J 






wish or she 

.shall or shalt 

usual-ly 

....will or wilt 



V 



_./._. large 

__n77_. common, kingdom 

3T„ commonly 

_=^__ come, country, company 

_r777__ give or given 

together 

.J^.__ for or fact 

„Sr__ ever 

.„ _v^_ have 

„\-_— however 

._.(„__ think 

f thank-ed 



v^T— whole 

here, her or hear 

— 1- are 

^rr^__ am, him or may 

home 

s '- any or in 

. „ own 

^_. thing 

s^_ language 

„_„_ . why 

-X— away 

_£__ your 



60. The pupil should review the word signs daily till 
the sign will instantly suggest the word, and the word 
will instantly suggest the sign. When this point is 
reached and he can write them at the rate of 60 or 70 a 
minute, he may consider he has mastered them. 



38 



READING EXERCISE— LESSON No. 7 



...L....C. 



U )' 



i v l^:/l.l.l 



3 \ 



rr > 



-^-3,; 






->- 



Z.ZL 



L^\^...1.^J.±___L 



^v 



Jy / 



A 






(l^C 



-v a - 



.L, 



-£y- 



V 



^ 



-/■ 






./. 



JLU 



-V:\ 
•ILL. ±... A 



-..t.,..i... 



^ 



« -^ i- 



\ 

13 ._^__7___ 



15 

16 .\ 



/JUL- 

< t^-- 

./....^ zl 



./:. ...^ ...(... i 

-v..VV_x.. 

A ' 



39 



WRITING EXERCISE— LESSON No. 7 

i. The object was to see them together. 

2. Do they think it of any use? 

3. Will they give it to us to use ? 

4. They may, however, have enough for all. 

5. Her language was common. 

6. If they ask for the thing give it to them. 

7. She had to go away in May. 

8. Your wish shall be law to him. 

9. They ought to be here at eight. 

10. Will Edna see them on her way home? 

1 1 . They hope she will give enough to endow two. 

12. Usually they go away together. 

13. Why do they ask so much ? 

14. They own a large home to which they will move. 

15. The whole thing may be a fake. 

16. Many came here to hear him. 

17. Do they usually come your way ? 



40 



Lesson No. 8 



TICK FOR I 

61. The pronoun 7, when standing alone, is repre- 
sented by a light perpendicular tick above the line. 

Note. While some favor the use of the diphthong i for the 
pronoun I, the tick is much to be preferred as it is easier and 
quicker. In actual work it will not conflict with the tick for or 
as the context will readily show the difference. 

62. The tick for /may be joined to following words. 
When so joined it is written in the direction of p, chay 
or ray, according to convenience in joining. The junc- 
tion giving the sharpest angle is the one usually to be 
preferred. 

I I think I thank I had I know I may I will I give 

-- l --4---1-- ^ - ----- — - 

63. The tick for J must always be above the line, 
even though the following word is thrown out of its posi- 
tion thereby. See, " I know," " I may " and " I will" 
above. 

64. PHRASING. Two or more words, grammatic- 
ally related, may be joined together. When so joined 
they are called a phrase. The first word of a phrase 
(unless it be a, an or and) is usually written in its own 

41 



position and the other words follow without regard to 
position. 

65. In some cases the tick for I may be slightly 
raised or lowered so as to throw the following word in its 
natural position. The tick must never be brought down 
far enough, however, to touch the line. See " I think," 
and " I thank " in the preceding illustration. 

66. It is not advisable, usually, to join the tick for I 
to preceding words, as it will conflict, in rapid work, 
with the tick for he which is explained in the following 
paragraph. 



TICK FOR HE 

67. The pronoun he is represented by a light tick 
written in the direction of p, chay or ray. It may be 
joined to a preceding or following word. 

68. When the tick for he begins a phrase, that is, 
when it is joined to a following word, it must always rest 
on the line ; thus, 

he ought 
he he will he may he was he came he took he should he whom 



_*C 



~r ^-ti 



^ st.. 



69. When the tick for he is joined to a preceding 
word, it takes the position of that word ; thus, 

if he may he for he had he whom he should he onght he if he may 

'V 



* - ^~-+ 



J-. Jf.- 



70. Join the tick in the direction that will give the 
sharpest angle or make the best junction. 

42 



THE, A, AN and AND 

71. The words the, a, an and and, in addition to 
being represented by dots, as heretofore explained, are 
also represented by ticks, as follows : 

72. The may be joined to a preceding word by a 
light tick, written in the direction of p, chay or ray. 
The tick for the is not joined to following words. 

73. The general rule is to write the tick in the direc- 
tion that gives the sharpest angle in joining. 

in the think the know the should the may the wish the hope the 



74. The tick for the will not conflict with the tick for 
he as the context will readily show the difference. 

75. A, an or and may be joined to a following 
word by a light, horizontal or perpendicular tick ; thus, 

and should 
a knife and the and on and see and give and I and he 



— T ~ Z - 



76. The horizontal tick for a, an or and is to be pre- 
ferred to the perpendicular tick whenever the junction 
will permit, as the natural direction of movement is from 
left to right. Be careful to make the tick very short. 

The ticks are named ret-oid, chet-oid, pet-oid, ket-old, etc., 
according to the direction in which they are written. 

NOTE. Some advocate joining the "a" tick to the end of the 
preceding word. This may be done, but it is usually much better 
to join it to the following word, thus avoiding any confliction with 
the tick for "the." 

43 



READING EXERCISE— LESSON No. 8 

. ....... A..x..,..>...x...:.!^...,.^ i JL l_ I L.... v 



h..X....,J.....^A 



d V 



_A..A 



.jLl 4 .i....Z^, f L 



A n 7 "> > 7 

4.—. ._.. ...^ !•____/-. -\_ L Z_ ~\...-]...7.. 



f *\ 



6 SENTENCES ^Z. 



7 _.k:.. 






. f ..v:....,± 



>_L_^l_A_ 



tr--1 ^ 



J...A. 



// „^_._.L ^ ... t „\. 

/2 ----- /-I --:--- 



^1 



/5 .A..... \___ 

a ..i..v.Y t . 



1^ 



.)....:^..._._...^...1.^3, 

— L >> L 



.. ;h ... 



V 



.:/! 



..Yi..y..^/-.A....)....,..L:^ t .^}..i^ 

44 



^U...A....^..A. 



WRITING EXERCISE— LESSON No. 8 



NoTK. In this, and all following exercises, words connected 
by a hyphen are to be joined together in a phrase. Be careful to 
join only the words so connected. 



i I-was 

2 he-was 

3 I-had 

4 he-had 

5 I-shall 

6 he- shall 

7 I- became 

8 he-became 

9 I-have 

io he- saw- the 
ii should-be-the 
12 and-pay 



13 and-choke 

14 a- key 

15 a- few 

16 a- thaw 

17 a- sea 

18 and- show 

19 and- may 

20 a-knock 

21 and-ink-the 

22 and- say 

23 tip- the 

24 take-the 



25 chalk- the 

26 cook- the 

27 fee-the 

28 think-the 

29 see- the 

30 shall-the 

31 will- the 

32 are- the 

33 may- the 

34 in-the 

35 ink- the 

36 hoe- the 



1. 

2. 

3- 
Ohio. 

4- 

5- 

6. 

7- 



I-saw him and I-think he-saw me. 
I- will-be at home in a- day or two. 
I should-be much annoyed if he-should go to 



Should-he do so Ida will object. 
I-will give it to-him if he- will take it. 
I-know he- will-be at home. 
He-should do much for us. 

8. If he- will come here, he and- Johnny may go 
together. 

9. I-will ask him if he-will give me enough money 
to pay my way to Nassau. 

10. Should-he do so, I-will-be here to-go at any time. 

45 



ii. The object I-had in view at-the time I-came, was 
to see if he- was at home or if-he and-Ezra had come back. 

12. I-saw him go to-the zoo. 

13. He-may take- the buggy. 

14. I- think he-should be here. 

15. I- will take- the book to-him. 
16- I-know he-saw me go away. 



QUESTIONS— LESSON No. 8 

1. What is used to represent the pronoun I when standing 
alone ? 

2. In what position must it always be written ? 

3. May the tick for I be joined to following words? 

4. When so joined, in what direction is it written ? 

5. What are two or more words joined together called ? 

6. Will all words of a phrase be in their natural positions ? 

7. What word of a phrase is usually written in its natural 
position ? 

8. When he begins a phrase, in what position must it always 
be written ? 

9. May he be joined to preceding as well as to following 
words ? 

10. In what directions may the ticks for a, an, or and be 
written ? 

11. What is the name of the outline for "he will?" For 
"I wish?" 

12. Give the name of the outline for ' * and see. ' ' For ■ 'and do. ' ' 

13. Give the name of the outline for " for the." 



46 



Lesson No. 9 



BRIEF SIGNS FOR S AND Z 

77. On account of the frequent occurrence of s and z, 
a brief sign has been provided in the small circle, which 
is used to represent both s and z. 

78. No confusion will result from employing the 
small circle for both s and z, as the context will readily 
indicate which one was intended. 

79. The small circle is called iss, to distinguish it 
from the stroke, which is called es. 

80. When joined at the beginning or end of a straight 
line, the circle must be made with a left motion — con- 
trary to that of the hands of a watch. This will bring 
the circle on the upper side of k and gay, and on the right 
side of all other straight strokes except ray and at the 
end of hay; thus, 

iss-t t-iss iss-k iss-ray iss-hay* iss-hay-iss 

-__£ 1 -q .0/ <£» <&*_ 

81. *When iss is joined at the beginning of /?, the hook 
is made into a circle, thus making an exception to the 
foregoing rule. See preceding illustration. 

82. Iss-hay is never used unless a vowel occurs be- 
tween the s and h, as in soho. 

47 



83. When joined at the beginning or end of a curve, 
the circle is made on the concave (inner) side ; thus, 

iss-f the-iss m-iss ar-iss lay-iss 

£__ A «, X _Z°...... 

84. When the circle occurs between strokes, it should 
be written in the most convenient mannei ; thus, 

ray-iss-k m-iss-n n-iss-m f-iss-lay-t f-iss-el 

_2z- ^^ _v_^ ^n \ 

85. Between two straight lines the circle will come 
outside the angle. See illustration above. 



ST, STR, SEZ 

86. St or zd may be represented by a small loop, 
called steh, which may be joined at the beginning or end 
of any consonant stroke ; thus, 

steh-t f-steh state boast fast rest amazed raised 

L_V»_ I * w~-~^- y^-J- 

87. The steh loop is used to express the ending of 
such words as paced, raced, dazed, etc. 

88. A circle or loop at the beginning of an outline is 
read first; at the end of an outline, last. 

48 



89. Str is represented by a large loop, called ster, 
and may be joined at the end of any consonant. It is 
never joined at the beginning of a consonant stroke. 

faster rooster Hester pastor master yesterday Amsterdam 

- Vs /-- £ - V --s- £ ^- 



90. A large circle, called sez, is used to represent 
two s or z sounds when a vowel occurs between them, 
usually forming a syllable, as sys, sus, sis, sez y zez y etc. 



1 4_ t- & --%-. 



system Susan desist races diseased dazes possessive 

~W~>' 

91. The vowel sound occurring between the s or z 
sounds may be expressed by writing the vowel sign 
inside the circle. It is, however, unnecessary to insert 
the vowel when the circle comes at the end of a word, 
and a little practice will enable the pupil to omit it 
altogether. 

92. The small circle may be added to the loops and to 
the large circle ; thus, 

t-steh-iss t-ster-iss t-sez-iss tests dusters possesses recesses 

1 i fh k -4r- k _£_ 



49 



Note. The pupil should pay particular attention to the names 
of the outlines or he will be seriously handicapped when he at- 
tempts to converse with the teacher or others regarding shorthand 
outlines. 

Should the teacher ask the name of the outline for " season," 
the answer should be prompt, "sez-n ;" for states, "steh-t-iss ;" 
for diseases, " d-sez-iss," etc. On the other hand, should the 
pupil ask the teacher the outline for ask, and the teacher answered, 
"es-k," he should know at once that the teacher meant the s 
stroke and the k stroke. 



WHEN TO USE THE S and Z STROKES 

93. Use the stroke when s or z follows an initial 
vowel ; also use the stroke when s or z precedes a final 
vowel ; thus, 

escape essence racy cozy 

~~--U u A zx. 



94. Use the stroke for s or z at the beginning of a 
word when two sounded vowels follow ; also use the 
stroke for s or z at the end of a word when two sounded 
vowels precede. 

science seance sayings Si am chaos bias I,ouis 

■-^—p - k-—.-fcr ^-A -a 

95. Use the stroke for s in compound words formed 
from sea, as sea-sick, sea-moss, etc. 

50 



96. When the sound of z begins a word, it must be 
represented by a z stroke ; thus, 

zest zeal zenith Zona 



k -t.. 



97. Use the stroke for s or z when it is the only con- 
sonant in the word. 

98. When the only consonants in a word are two or 
more s or z sounds, one of them must be represented by 
the stroke ; thus, 

cease sauce sues sighs says seize size 

J L -j. L~J.-. 2 2 

99. Use the circle in all other cases. 

Note. The iss circle is added to the singular word signs to indi- 
cate the plural number or possessive case ; thus, add the circle to 
advantage for advantages ; to home for homes ; etc. The circle is 
also used to indicate a change in expression ; as I come, he 
comes; I give, she gives ; they refer, he refers ; etc. 



5i 



READING EXERCISE— LESSON No. 9 



, 1a 



x± 



5-^J As : - J=- 

3 ^-^--^-V -^ -V- ^.-^-A 



<° 



</ 



i) 



e T> — -,~— /ID- 



f ^ ^--?--/--^-b-- 



^ 



/fl 



..^L.M...f^. + v i.I, t .. 



// LETTER O^L-. 

,2 C... 






..V--N 



%> 



^-^~ [ - 



V 



z... 



/5 



V_^„.^„„„/..._^..k K_Lk_il 



-) 



/« -^--v- 



-A-t... 



jlJ^JL 



^LzT. ^C 



r... 



<TN..__ 



» .^---A 



l f 



->--/-- 



52 



WRITING EXERCISE— LESSON No. 9 



i ;oup 

2 spoke 

3 abuse 

4 device 

5 shows 

6 mason 

7 dusk 

8 suppose 

9 palms 
io dispose 
ii sketches 

12 schemes 

13 cousin 

14 chosen 

15 yes 

16 shies 

17 oils 

18 spies 



19 mouse 

20 nest 

21 stake 

22 steal 

23 stools 

24 yeast 

25 stout 

26 pastor 

27 pester 

28 roaster 

29 castor 

30 coaster 

31 Lester 

32 Baxter 

33 Rochester 

34 Custer 

35 lustre 

36 vases 



37 adduces 

38 loses 

39 houses 

40 voices 

41 sausage 

42 season 

43 disease 

44 insist 

45 successive 

46 devices 

47 chests 

48 costs 

49 diseases 

50 tasters 

51 excesses 

52 bossed 

53 effaced 



54 encased 

55 voiced 

56 housed 

57 kissed 

58 missed 

59 noosed 

60 asp 

61 assist 

62 asks 

63 Asa 

64 easy 

65 oozy 

66 mazy 

67 gauzy 

68 Jesse 

69 Zeno 

70 sower 



1. He- wishes me to-come Tuesday and-stay all day. 

2. The snow came thick and-fast. 

3. I-saw her in Rochester last month. 

4. He-says he- will-be here on-Sunday. 

5. She sought to see cousin Jessie and-missed-the 
speech she was so anxious to hear. 

6. He- will dispose of-these things if-he decides to-go. 

7. Many ships sought safety in- the bay. 

8. I-think she will come to-the house. 

9. The pastor visits-the homes of-the sick each day. 
10. All- the boys came back but Chester. 

53 



ii. Hester will stay a-month at-the seaside. 

12. I-suppose she will dispose of-the best. 

13. He- will study-the sciences for a- few months. 

14. He-thinks he- will visit Mississippi and-Texas on- 
the-way home. 



QUESTIONS— LESSON No. 9 

1. What brief sign has been provided for s and z ? 

2. What name is given to the small circle? 

3. How must the circle be joined at the beginning or end of 
straight strokes ? 

4. How is iss joined at the beginning of h ? 

5. When iss is joined to a curve, on which side is it written ? 

6. When iss is written between two straight lines, should it 
be placed inside or outside the angle ? 

7. By what may st or zd be represented ? 

8. When is the circle or loop at the beginning of an outline 
read ? At the end ? 

9. What is the name of the large loop ? 

10. Is the large loop ever joined at the beginning of a stroke? 

11. Is the circle or loop ever used after an initial vowel? 
Before a final vowel ? 

12. How may word signs in the singular number be changed to 
the plural ? 



54 



Lesson No. 10 



AR and RAY 

ioo. The general rule is to use the curve sign when a 
vowel precedes the r, and ray when a vowel follows the 
r ; but when a difficult junction or loss of speed would 
result, use whichever one will give the better junction. 



SPECIFIC RULES FOR THE USE OF 
AR and RAY 

101. Use the curve sign f or r after an initial vowel, 
except when the r is followed by t or d ; chay orj ; for 
v ; or th. 

array orb arm error arise 

. 3 :i $ i. 



102. Use ray after an initial vowel when followed by 
t or d ; chay orj; for v; or th. 

aright arrayed arch urge orifice Irving earth 

„__.A A—^p. -X- -:^°...-Ss^..--.A.-- 

103. Use ar before 222, and ray after 122. 

Rome disarm remiss mar mires resume miser 



fc 



Note. A circle occurring between the m and r does not affect 
the above rule. See resume and miser, above. 

55 



104. Use ray for r beginning a word, unless m 
follows. 

rug ruin rich row risk wreck 

/J A 



105. Use the curve sign for final r, or rs (when no 
sounded vowel occurs between the r and s), unless the 
preceding stroke is k or gay; ray or hay; 121 or th. 

peer dire fire buyers desires sours 

- S % A -V-4 B 

106. Use ray for final r or rs when preceded by k or 
#ay; ray or Aay; 122 or th. 

coerce gayer roar hewer moor Thayer 

SjL. 



Note. In a few words, such as answer, officer, etc. , where iss 
comes between f, v, or n, and r, ray forms a better junction than 
ar, is faster, and is preferred by many. 

107. Use ray before a final vowel ; also use ray 
before a vowel and final s. 

Peru tarry theory desirous berries ferries 

~v- i*—^-M ^- a. 



56 



READING EXERCISE- LESSON No. 10 




^...^ ^...^ £V^1_^_j3 ->/- 

/•V1 v, _/\ u / 



SENTENCES 



■<=* 



\^ 



^~5r 



^. 



^W-t^WI- 



Y 






'J 



^ 



LETTER 

XL 






-tnP- 



...X2..!X:j^_.2^ 






-/- 



L.Ll\LN..^.....-./.....-t^..r.. 



57 



WRITING EXERCISE— LESSON No. 10 



i ark 

2 mar 

3 jury 

4 renew 

5 aroma 

6 shower 

7 story 

8 wrong 

9 aright 
io Verona 
ii ramify 

12 furrier 

13 remedy 

14 moor 

15 furry 



16 Arabic 

17 four 

18 store 

19 roar 

20 irate 

21 soar 

22 readiness 

23 hewers 

24 roomer 

25 berry 

26 wretch 

27 bar . 

28 Peru 

29 rapier 

30 urge 



31 erased 

32 richer 

33 ream 

34 barrier 

35 curry 

36 rake 

37 arnica 

38 marrow 

39 bureau 

40 rainy 

41 arch 

42 far 

43 D arrow 

44 arrayed 

45 rack 



46 rum 

47 rarer 

48 arrow 

49 steamer 

50 sherry 

51 ray 

52 arena 

53 nighei 

54 sorrow 

55 rebuke 

56 source 

57 repay 

58 carry 

59 rich 

60 rowing 



1. 
2. 
roses 
3. 
4. 
5. 



He-erases too-much on-the books. 

The company carries in stock a-large variety of 



I-see no reason why they should-ask Mary so much. 
He- desires to tarry here for a-time. 
If they take- the steamer Missouri at four, they- 
may reach Perry in-time for-the parade. 

6. Take-the narrow road to-the right. 

7. I-fear-the officer will-be severe. 

8. Eay sorrow aside and-make merry. 

9. He-ought to-be sincere. 

10. Urge him to desist and-take no risk. 

11. Archie possesses many books, both of stories 



and-research. 
12. Hear-the fire roar. 



58 



Sirs : In answer to-yours of-the fourth, the rates 
will-be-the same on-the house, but higher on-the store, 
since- the store- house for oil in-the rear makes- the risk 
hazardous. I wrote- the home office yesterday for- the 
cheapest rate, and-hope to-receive an-answer by to- 
morrow. I-desire to-keep your business, and- will-do my 
best to-make-the rate low. 



QUESTIONS— LESSON No. 10 

What is the general rule for the use of ar and ray ? 
Why cannot this rule always be followed ? 
Which sign should be used before m ? 
Which after? 

Which sign is generally used for final r ? 
Which sign is used before a final vowel ? 

What is the name of the outline for rests? For miser? 
For desire ? 



59 



Lesson No. 11 



RULES FOR EL and LAY 

AT THE BEGINNING OF A WORD 

1 08. Use lay for initial 1; also use lay when 1 is the 
only stroke consonant in the word. 



109. Use lay after an initial vowel when followed by 
any perpendicular or inclined stroke, except j. 

Alps allude alfa also always alarm 

--A, 4 A, -Ol..rO. .^^ 

no. Use el after an initial vowel when followed by 
any horizontal stroke, or j. 

alike elm alum Blma Allison Klmira allege 

-^ ^ * ^ & ^ f- 

Note. On account of its easier junction, and consequent greater 
speed, many stenographers prefer to use the downward 1 before n 
or ing ; thus, el-n for lion or Leon ; el-ing for lung ; el-iss-n for 
lesson, etc. 

60 



AT THE END OF A WORD 

in. Use lay when a vowel follows, unless preceded 
by n or ing. 

below dally chilly fellow easily galley baseless 

yi^j^Jz, .k/c ll_^_>sr! 

ii2- Use lay for final 1 after all strokes, except f,v; 
n, ing; k, gay ; ray and hay. 

pool tile chill thill zeal mile muscle tussle 



v>_ ?-— r - X~J—«± ~c -t 



113. Use el for final / after f> v ; k y gay ; ray or 
hay, 

file vale scowl roil Howell 



> If -^ -4- 



114. Use el after n and ing in all cases. 

Nelly kingly wrongly kneel nail snail 

x _2r..___£r_ :x__x y. 



Z, BETWEEN STROKES 

115. Use whichever will give the better junction. 

61 



WHEN TO USE ISH AND SHAY 

1 1 6. Ish is written downward and shay upward. 
Shay is generally used when preceded or followed by 7, 
as in lash and shell. 

117. Shay is also generally used when preceded by t 
or d. In other cases use whichever will give the more 
satisfactory outline. 



02 



READING EXERCISE— LESSON No. 11 

■V : -6- -C -^ 



2 ...// 



- K---H- K- r ~ 



/^ 



U [y _ u ^r.„_£L._ J ^j_V 



£. ^ 



v* 



tr 



L> -9- 



8 LETTER 7. ^..../1. 

,Z_.1:MA_£ ^. 



-r^s 









<t> 









r N A 



«£G*_L£- xL_V£_.!?l. 



A? LETTER 2. ___JL 



-^.ilL 



-A-U 



I* __i ../I <u^...i^__;.f a....^.....\.... 



/ 



x . ^..iv. 



z 






L u v :J 



a' // 



.5\ 



./.. 



M l O- 



63 



WRITING EXERCISE— LESSON No. 11 



i meal 
2 mellow 
*3 relay 

4 lace 

5 bell 

6 feel 

7 slack 

8 lame 

9 knoll 
io poll 
ii pale 

12 gull 

13 mealy 

14 kneel 



15 slash 

16 fowl 

17 ideal 

18 elbow 

19 allayed 

20 loath 

21 thill 

22 ledge 

23 allure 

24 scale 

25 abolish 

26 foil 

27 excels 

28 laces 



29 looser 

30 alimony 

31 fizzle 

32 muzzle 

33 lustre 

34 slashed 

35 assai l 

36 counsel 

37 elm 

38 alarm 

39 solicit 

40 solve 

41 solitary 

42 reveal 



43 comely 

44 tile 

45 weasel 

46 wisely 

47 police 

48 alack 

49 billow 

50 illness 

51 null 

52 polish 

53 elope 

54 viol 

55 Elias 

56 cowl 



1 . The storm rages in-the valley. 

2. Counsel says-the whole thing was a-tissue of lies. 

3. He-thinks much of-the social life of our cities, 
shallow. 

4. The law seems unjust and-severe. 

5. The boys are big, manly fellows. 

6. I-fear I-shall have to-go, but Lulu may stay. 

7. Leslie and- Olive came yesterday. 

8. A- foul ball lost- the game. 

9. The pear was mellow and- juicy. 

10. Misers lead lives of misery. 

1 1. The police say-the whole thing was a-fizzle. 

12. I-think Ezra should-go to-the mill for meal. 

13. The air seems raw and-chilly. 

64 



14- Ask Nellie if she will carry these lilies of-the 

valley to Viola. 

15. He-goes to-the office early for-the daily mail. 

16. The bill was for tallow. 

17. He-thinks they should abolish-the lash. 

18. The lame lady lost her latch-key in-the lobby. 

19. Paul says it- was folly to take a-ball. 



QUESTIONS— LESSON No. 11 

1. How many rules are there for the use of lay at the begin- 
ning of a word ? 

2. What is the name of the outline for lack ? 

3. What is the name of the outline for always ? 

4. What is the name of the outline for peal ? For lead ? 

5. Should el or lay be used in the word dallied ? 

6. What rule is applied in writing elk ? 

7. Is Ish written upward or downward ? 

8. Would you use Ish or shay in writing lash ? 

9. Which would you use in writing shawl ? 

10. When sh follows t or d y should you use ish or shay r 



65 



Lesson No. 12. 



H REPRESENTED BY A DOT 

1 1 8. A convenient and very satisfactory method of 
representing h before a vowel is by a light dot written 
beside the vowel ; thus, 

head hum Hume whistle whey 

_d a !n 3 



WHEN TO USE THE H STROKE 

119. Use the h stroke in the following' cases ; the 
dot in all others. 

(1) After an initial vowel, as in ahead ; also when 
it is the only stroke consonant in the word ; thus, 

ahead hay hew high 

A- _<dL ,< dl 



(2) When initial h is followed by s, as in 
housed hustle hoister hasp 

JT £ 



66 



(3) When initial h is followed by a vowel, a conso- 
nant and another vowel, as in 

halo harrow holiday Hollis 



(4) When followed by two vowels, as in Howell, 
haying, etc. 

(5) When it precedes a final vowel, as in Lehigh. 

120. Write the h dot beside a dash vowel, but before 
a dot vowel, so that a line drawn through the two dots 
would be at right angles to the consonant stroke. 

121. Experienced writers almost invariably omit the h 
dot. When deemed necessary, the vowel following the 
dot is inserted. This, together with the context, is suf- 
ficient to indicate the word. 

122. The student, from the beginning of his writing, 
should omit the h dot, at least from all familiar words, 
and he will soon be able to read readily without it. 

NoTB. Exceptional cases may arise where a departure from the 
rules for the use of 1, r and h will give some special advantage in 
joining, in speed, or in the forming of derivatives ; but the rules 
here given will be found to cover, in the best manner, nearly every 
case. Those who follow the rules closest will be most certain of 
their notes when it comes to reading them, for the rules are made, 
for the most part, for the accurate reading of, rather than for 
the writing of, shorthand. 

67 



WORD 

_._> several 

, because 

— _\._._ subject-ed 

—- C— •. this 

— £ those or thus 

is or his 

o as or has 

iJl first 

influence 

influences 

influenced 

— /_._ acknowledge 

— anything 

...IZ__ knowledge 

.A become 

—Jo — disadvantage 

never 

familiar-ity 

_^/\. refer-red 

1. into 

...Sw>|. ... unto 



SIGNS 

._/l\o__ refers or reference 

highly, I will 

-__X — notwithstanding 

_^vL__ nevertheless 

— -\_ object-ed 

___A_ objector 

„_\ . peculiar-ity 

.._ J irregular-ity 

„Z~__. regular-ly-ity 

^<rz*-s. something 

—/^.\__ represent-ed 

fc „?n. nothing 

O . . ,. 
_ is as, or is his 

O 
— — his is, or his has 

— -Q as his, or as is 

O has his, or has as 

— v_^ — now 

_„^_^._ new, knew 

__V, „ forever 

especial-ly 



READING EXERCISE— LESSON No. 12 






■>-.S--—S--~ 



_<dL 



l..<i: 



A 



5 ka ^...*...^.X_LA.//\... £........ 



\0 \_9 



.zU 



Vs-P 



7 --4- 






.&. 



\ 



•J o f V 



..\^.^....^./C....A.....C_... ....^-...^./.^:...L..).-/ 



SENTENCES ..../---^d-A.-.-V^ _\___V— -V— ^-— /--- 



7* 






,-M-^ 



(TN 



-4- 



J 



<r~N. 

6 9 



^.il°/i 



WRITING EXERCISE— LESSON No. 12 



i hops 

2 hooks 

3 hacks 

4 hawks 

5 hoed 

6 ham 

7 hate 

8 heel 

9 whew 
io wheezes 
ii hedge 



12 Hicks 

13 hums 

14 hunks 

15 hank 

16 halves 

17 hubs 

18 hoops 

19 hides 

20 hang 

21 huckster 



22 horseshoe 

23 Ohio 

24 hoes 

25 Hyson 

26 hussar 

27 Harris 

28 hazy 

29 hyacinth 

30 hurried 

31 housetop 



32 hostile 

33 horrify 

34 horrid 

35 harrassed 

36 highway 

37 hissing 

38 hobbyhorse 

39 honey -box 

40 huffish 

41 hallowed 



1 . The poor horse was hopelessly stuck in-the mud- 
dy highway. 

2. He-thinks he-saw- the head of- the hyena. 
The host and-hostess receive at-the head of-the 



3- 

stairs. 

4- 

5- 
6. 

7. 
8. 

9- 
10. 
them in-the hall. 

11. The hole in-the hull will soon cause-the ship to 
sink. 

12. The dog howls and-the hare scurries for- the hills. 

13. He-hung his hat on-the hinge of-the door. 

14. The high heel came off her shoe on-the- way to- the 
house. 

70 



Harry lives on-the hill half a-mile away. 

Hasten, for I-hear Horace whistle. 

In-the heat of-the day he-sits by-the hedge. 

Now, in shame he-hangs his haughty head. 

Ask Hugh if he- will harness-the horse. 

Haste makes waste. 

Harriet will make wreaths of holly and-hang 



15. Never have I seen so many subjected to these 
disadvantages. 

1 6. The way is-as familiar as ever. 

17. He-refers to-the many peculiar influences which 
first took him away. 

18. The whole thing was irregular. 

19. Several came to hear- the subject discussed. 

20. The disadvantages of-the system are now familiar 
to-many. 

21. Anything in-the-way of knowledge may become 
an-advantage. 

22. They think highly of -his reference. 

23. Several have already objected because of irregu- 
larities. 

24. Nevertheless, they refer to several causes. 

25. Is-his case now on ? 



QUESTIONS— LESSON No. 12 

1. What two methods are employed for representing h ? 

2. How many rules are given for the use of the h stroke? 

3. When initial h is followed by s, should you use the stroke 
or the dot ? 

4. Would you use the stroke or the dot in writing the word 
hood ? 

5. In writing the word hose, would you use the h stroke or the 
z stroke ? What is the rule governing this ? 

6. When h is followed by a vovel, a consonant and another 
vowel, should the h dot or stroke be used? 

7. Should the dot or stroke be used in hill f In hilly ? In 
halls f 

7i 



Lesson No. 13 



THE W STROKE AND SEMICIRCLES 

USES OF THE W STROKE 

123. Use the w stroke after an initial vowel ; also 
when w is the only stroke consonant in the word. 

awoke await Owego Iowa 

. .*__ 3 5=_ :a 

124. Use the w stroke when s follows, in such words as 
waste wiser wisely edgewise always whiskey 

i X v 4 .-Q ^ 

125. Use the w stroke for initial sw when followed 
by 122, n or 1. 

swim swale Sweeney swallow swells 

"V. °>^ _*l; v °y! 

126. Use the Y Stroke when it is the only stroke 
consonant in the word, or when it is followed by s, as in 
yes, yeast, etc. The stroke should also be used for y 
following an initial vowel, as in oyer. 

72 



BRIEF SIGNS FOR W 

12 y. For convenience and speed, wis also represented 
by three brief signs ; a small initial hook, and two semi- 
circles. The semi-circles are (c) weh, opening to the 
right, and (d) wuh, opening to the left. 



THE W HOOK 

128. A small hook for w is used on Ave strokes only; 
lay, el, ray, m and n ; thus, 

wail Wilson queer whim wine twin unwell 

rr' -r ^ -<L t-^JH in tL_viT 

129. The names of the strokes with the w hook 
attached are wel, wer, wem and wen. 



WHEN TO USE THE W HOOK 

130. Use the w hook for initial w when followed by 
any of the five strokes to which it may be joined ; namely, 
lay, el, ray, m or n. 

weal welcome weary we may whine 

.C r •</ ,<£5N '° 



•c_.. 



131. Use the hook for initial sw preceding r, as 
in swore, etc. (Iss is not joined to any other w-hook 
consonant.) 

73 



Also use the hook for w between consonants when 
it is followed by lay, el, ray, m or n, providing it 
can be conveniently joined. 

swore unwieldy twenty acquire quench beware 

eX ^J Lf-^LS^L. iZL— 

Notk. The names of the above outlines are iss-wer, n-wel-d, 
t-wen-t, k-wer, k-wen-chay and b-wer. 



WEH AND WUH 

132. Weh or wuh may be joined to any stroke, 
except h, not taking the w hook. Wuh is always used 
before ing, k and gay. 

133. In choosing between weh and wuh, always use 
weh when it will form an angle with the stroke to which 
it is joined. When it will not so join, use wuh. 

weep weed witch wave Waith wash week wing wig 

...,n j I k_i i_±i ^- *=. 



ISS JOINED TO WEH AND WUH 

134.. The small circle may be joined to weh and wuh, 
and to the w hook on ray ; thus, 

switch unswayed swirl 

I 3 .*£_ 



74 



135- I n joining iss to these signs, the best results will 
be secured by slightly flattening the circle, that is, making 
it more like a loop than a circle. See^ preceding illus- 
tration. 

136. The names of the consonants with weh and wuh 
attached are weh-t f weh-chay, wuh-k, wuh-ing, etc. 

137. If the iss circle is added to weh and wuh, the 
names would be iss-weh-t, iss-weh-chay, iss-wuh-k, 
iss-wuh-ing, etc. 



WHEN TO USE WEH and WUH 

138. Use weh or wuh for initial w or sw, unless fol- 
lowed by s or z, or by one of the w-hook consonants, 
(7, m, n, ray). 

wipe Swede switch swing swish swath 



139. Use weh or wuh, joined, in the middle of such 
words as 

unweighed inweave unswayed beeswax dissuade 

^ X. >y V6j 



I 



BRIEF SIGNS FOR Y. 

140. Y has two brief signs ; ( o ) je/z, opening up- 
ward, and ( o ) yuh, opening downward. 

75 



141. Use yeh or yuh as may be most convenient, but 
join so as to form a sharp angle with the consonant to 
which it is attached. 

yon 



142. When y begins a word, it is represented by yeh 
or yuh joined, unless followed by s, in which case the 
y stroke is used. 

Remarks. The foregoing rules for the use of brief w and y, 
refer to these signs when joined to consonant strokes. In the fol- 
lowing chapter they will be given disjoined. It is, therefore, very 
important that this lesson be thoroughly mastered before proceed- 
i ng further. 

Do not be weary in your practice, nor become impatient to pro- 
ceed. Master every principle as you advance and practice the 
Reading and Writing Exercises until every word can be read with- 
out hesitation and written quite readily. Do this with all subse- 
quent lessons, and you will reach the desired goal in the shortest 
possible time. Furthermore, you will have the ultimate satisfac- 
tion of being able to read your notes readily. Failure awaits him 
who passes to a new lesson before mastering the preceding one. 



76 



READING EXERCISE— LESSON No. 13 

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77 



*. 






WRITING EXERCISE— LESSON No. 13 



i awaits 

2 awhile 

3 west 

4 wliist 

5 woes 

6 wheeze 

7 yaw 

8 oyez 

9 yeast 

io yestereve 
ii well 

12 wall 

13 wheel 

14 whale 

15 wiry 

16 warlike 



17 twin 

18 wealthy 

1 9 worse 

20 Welsh 

21 v/hine 

22 whence 

23 wines 

24 wiles 

25 unworthy 41 

26 unwearied 42 

27 quarry 43 

28 wearily 

29 weaver 

30 warp 

31 warmth 

32 warty 



welfare 

wheat 

wad 

white 

weakness 

whitewood 

waxes 

w r aggish 

wallower 

walk 

whack 

wingless 

whip 

whitecap 

whitewash 



48 white- wine 

49 whiteness 

50 woodhouse 

51 swab 

52 swath 

53 swap 

54 swarthy 

55 sweetness 

56 swearer 

57 sweetwood 

58 yellow 

59 yacht 

60 yam 

61 Eunice 

62 yawns 



1 . This worthy young fellow does office work at- the 
Waverly. 

2. He swears he-saw-the witness in- the window 
opposite. 

3. The young housewife sought a- few pieces of- 
Wedgwood at-the Elmwood sale. 

4. It-is a-warm and- windy day. 

5. The widow wore a- white and-yellow shawl. 

6. Winnie may help do-the housework for a-week 



or so. 
7- 



His weakness for wine may cause his ruin. 
They eat too-many sweets to-be well and-hearty. 
It-is unwieldy and-much-the worse for wear. 

78 



io. I-fear-the youngster is unworthy. 

ii. The youth works for small, weekly wages. 

12. Weak, weary and- wet they came to-the window 
for aid. 

13. Will twenty of-these large, yellow quinces make 
a-peck ? 

14. Should Webster awake soon, ask him to sweep-the 
sidewalk. 

15. The door of folly swings wide to-the heedless. 

16. If he-is wise he- will await us here. 

17. This young Yankee w T ill name his yellow yacht 
" The Swallow." 



QUESTIONS— LESSON No. 13 

1. W is represented by how many signs ? 

2. To how many strokes may the w hook be joined ? 

3. What is the name of the w semicircle opening to the right ? 
To the left ? 

4. When initial sw is followed by m, n or /, by what should 
the w be represented ? 

5. What outline should be used in writing the word awhile ? 

6. What is the name of m with the w hook attached ? 

7. In writing the word week, which should you use, weh or 
wuh ? Why ? 

8. Iss may be joined to the w hook on what stroke ? 

9. May iss be joined to both weh and wuh ? 

10. What is the name of the outline for swayed ? 

11. May weh be joined to any stroke ? 

12. In joining weh or wuh, how do you tell which one to use ? 

13. What is the name of the outline for wing ? 

14. What is the name of the outline for switch ? 



79 



Lesson No. 14 



BRIEF W AND Y IN THE VOWEL PLACES 

143. W or Y and a following vowel, may often be 
advantageously represented by writing the brief w or y 
in the place of the vowel. 

144. Weh and yeh are used to represent the dot 
vowels, and wuh and yuh the dash vowels. 

dwell twist lawyer quick quota 

fc J__ _^_ *—_ ~SD 



145. W or y and a following diphthong may be ex- 
pressed by writing the brief w or y in the place of the 
diphthong. 

The following table will show the brief w and y in 
the vowel places. 



we or wt 


c 


waw or wo * 


ye or yi 


yaw or yo 


wa or weh 


c 


wo or wuh d 


ya or yeh ^ 


yo or yuh 


wah or wa 


c 


woo or woo = 


yah or ya u 


yoo or y66 



Should great accuracy be required, the semicircles may 
be made heavy for the long vowels and light for the short 
ones. This distinction, however, is considered wholly 
unnecessary in practice. 

80 



146. The brief w disjoined, is used principally for 
w between consonants, where the hook or semicircle 
could not be joined to advantage ; as in 

twill quail quake bewail inquest 

_JL X .^__S^_-^ 

147. Brief y is also employed to represent two con- 
current vowel sounds, the first of which is i or e ; thus, 

ya for ia as in opiate — ^ 

yuh for m as in various... _._vA — . 

yo for 10 as in inferior.... 

ya for ia as in Arabia — X 

148. While the employment of brief y as above illus- 
trated does not exactly express the vowel sounds, it 
represents the sounds we most frequently hear in rapid 
speaking. It fulfills all requirements and results in the 
saving of one vowel, and sometimes of one consonant 
stroke also, as in furious. 



THE AFFIX ING 

149. ING. The affix ing may be expressed by the 
stroke ing, or by a light dot written at the end of the 

81 



consonant outline. The dot will usually be found the 
more convenient ; thus, 

testing saying losing showing buying 

150. INGS. The affix ings should be expressed by 
the stroke ing-iss whenever it can be conveniently 
joined. When it cannot be cdnveniently joined a heavy 
dot may be used ; thus, 

sayings teachings facings castings bastings 

- tp— <£p~- W _ -X 

151. INGLY. The affix ingly may be expressed by 
a heavy dash at the end of the consonant outline ; thus, 

amazingly knowingly seemingly lovingly 






152. ING THE. The affix ing and a following the 
may be expressed by writing a light dash in the place of 
the dot for ing. The dash should be written in the 
direction of p or chay ; thus, 

paying the doing the shaping the seeking the choosing the 

- * -i 4 ----- * 

153. IVG A, AN or AND. The affix ing, and a 
following a, an or and may be expressed by writing a 
/ig-iit dash in the direction of t or A in place of the dot 
for ing ; thus, 

eating an making a seeking a paying a giving a knowing an 



„X 

82 



WORD SIGNS- CONTRACTIONS. 



..we or with 



what 

would 

.ye, year-s 

yet 

.... beyond 
you 



<r 



.we will, or while 



(/ 



__„*/__ 



.where 



we may, with me, 

or with my 
when, or we know 



_lk. 



.whenever 
. . wherever 



83 



READING EXERCISE— LESSON No. 14 

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84 



WRITING EXERCISE— LESSON No. 14 



i twists 

2 quest 

3 quakes 

4 dwells 

5 squaws 

6 quail 

7 squeal 

8 equipage 

9 squib 
io quoth 
ii squeak 

12 quickness 

13 squalor 

14 squatty 

15 quickest 

16 equate 

17 Quebec 

18 quicklime 

19 squeezes 

20 quizzes 

21 squeaks 

22 mania 

23 opiate 

24 studious 

25 idiom 

26 notorious 

27 Siberia 

28 India 

29 Saviour 



30 genial 

31 cameo 

32 radius 

33 magnolia 

34 oriole 

35 opium 

36 audience 

37 Victoria 

38 waging 

39 wagging 

40 waiving 

41 walking 

42 walloping 

43 warring 

44 whirring 

45 wavering 

46 waxing 

47 wedding 

48 waylaying 

49 whizzing 

50 bobbing 

51 boasting 

52 yoking 

53 winking 

54 wreaking 

55 sweeping 

56 switching 

57 sw r imming 

58 swallowing 



59 quakingly 

60 beamingly 

61 appallingly 

62 jestingly 

63 resistingly 

64 boastingly 

65 beseechingly 

66 equipping 

67 quizzing 

68 acquitting 

69 swooping 

70 untwisting 

71 squibbing 

72 thwacking 

73 steaming 

74 sneezing 

75 hoisting 

76 arresting 

77 rescuing a 

78 abusing a 

79 rebuking a 

80 excelling the 

81 coaching a 

82 buying and 

83 smoking and 

84 revising and 

85 dusting and 

86 checking the 



85 



i. We-are aware where we- will see him. 

2. What do-you say if- we walk beyond- the mill ? 

3. Were you with-me when he-referred to- the disad- 
vantage of-his lack of knowledge and-influence ? 

4. Whenever and- wherever we- may go we-may always 
see something peculiar if- we but look. 

5. We- will stay here while you seek something 
familiar. 

6. When we go with you we-know we-will have a- 
nice time. 

7. Beyond- the house is- the mill, where you-may go 
whenever you wish. 

8. The boys are going swimming, and- would like 
Webster to- go with- them. 



QUESTIONS-LESSON No. 14 

1. What is the principal use for weh and wuh disjoined ? 

2. When w and a following dash vowel are to be represented, 
which should be used, weh or wuh ? 

3. If you write weh in the place of "i", what sound does it 
represent ? 

4. In expressing y and a dot vowel, which should be used, yeh 
or yuh ? 

5. How many ways are there of expressing the affix ing ? 

6. Which way is usually the more convenient ? 

7. When the affix ings cannot be expressed by the stroke ings y 
how may it bs represented ? 

8. How may the affix ingly be expressed ? 

9. Explain the difference between the method of expressing the 
affix ing the } and the affix ing a. 



Lesson No. 15 



THE L HOOK 

154. A small initial hook on the upper side of k 
and gay, or on the right side of any downward straight 
line adds 1 ; thus, 

kl gl 



pl 


bl 


tl 


dl 


chl 


jl 


\ 


\ 


r 


r 


/ 


/ 



155. A small initial hook on the concave (inner) 
side of f, v, th, sh y and zh adds 1 ; thus, 

fl vl thl shl zhl 

V. ^ C C J, Jj 

NOTE. In shl and zhl, the hook is at the bottom and the strokes 
are written upward. Zhl is the only heavy stroke in shorthand 
written upward. /, way, y, s, z, ar, ing, and hay, do not take 
the 1 hook. 

156. A large initial hook on m, n, and ray adds /. 
The hook should be made about one-half the length of 
the consonant ; thus, 

ml nl rl 

87 



157- The names of the 1 hook consonants are formed 
by sounding the vowel eh between the consonant stroke 
and the 1 hook ; thus, kel, gel, pel, bel y fel y shel, zhel, 
mely nel } rel, etc. 

158. Three Things to Remember About the L 
Hook : 

1 st. That it is always at the beginning of a conso- 
nant stroke. 
2d. That it is on the right side of downward 
straight lines and the upper side of k and gay. 
3d. That it must be made large on m, n, and ray 
to avoid being confused with the w hook on 
the same letters. 



GENERAL USE OF THE L HOOK 

159. The 1 hook is used principally in those words 
where no sounded vowel, or one of but minor importance, 
would come between the consonant and 1 ; as in, 

play blame payable final barrel enamel glows 

- * *- -\ ^ ^ -^--^ - 



VOCALIZATION OF L HOOK CONSONANTS 

160. A stroke with an 1 hook is vocalized the same as 
a simple consonant sign, but the hook must be read after 
the stroke. See example above. 

88 



IMPERFECT HOOKS 

161. It is not always possible to make a perfect 1 
hook between strokes. Where the hook cannot be made 
perfect/ a slight retracing of the preceding consonant 
w r ill clearly indicate the hook ; thus, 

ripple gable maple nickel fiddle tingle 



-V 



ISS JOINED TO AN L HOOK 

162. Iss may be joined to the 1 hook by writing it 
distinctly within the hook. When so joined, a slight 
flattening of the circle will produce the best results ; thus, 

supply civil briskly disclaim 



Caution. The loops and large circle are not prefixed 
to the 1 hook. 

The names of the / hook signs, with iss prefixed, are iss-vel, iss- 
pel, iss-del, iss-kel, etc., or, when convenient to sound, svel, spel, 
sdel, skel, etc. 

163. Make the; Hooks Small. Observe the size 
here given and try to get yours the same. The large 
hook on m, 11, and ray should be twice as wide and 
about twice as long as the small hooks. 



READING EXERCISE— LESSON No. 15 



L r ^j 



Vs 



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90 



WRITING EXERCISE— LESSON No. 15 



i plea 

2 clip 

3 clash 

4 plague 

5 outfly 

6 joggle 

7 classed 

8 cable 

9 blackness 
io table 

ii fluid 

12 smuggle 

13 pluck 

14 reclaim 

15 pleases 

16 enable 



17 Bible 

18 buckle 

19 kennel 

20 stumble 

21 replace 

22 double 

23 vocal 

24 flag 

25 cluster 

26 thickly 

27 flume 

28 nimble 

29 bluster 

30 noble 

31 staple 

32 legally 



33 flannel 

34 flesh 

35 funnel 

36 fluster 

37 likely 

38 clue 

39 bevel 

40 peddle 

41 camel 

42 clams 

43 closed 

44 panel 

45 cling 

46 glazes 

47 oblige 

48 final 



49 fly-wheel 

50 evil 

51 cloak 

52 blazing 

53 civil 

54 saddle 

55 display 

56 displease 

57 plausible 

58 noticeable 

59 plastering a 

60 pleasing the 

61 clasping a 

62 playing and 

63 blessing the 

64 shoveling the 



1 . Please replace-the two missing panels in-the closet 
door. 

2. On-the-way we saw Noble with a-load of apples, 
plums and-pickles. 

3. On- Wednesday we- will visit- the new tunnel with- 
my uncle, who- is one of- the officials. 

4. It-is possible they-may settle-the claim now, but 
a-legal battle for- the title seems likely. 

5. I- wish Michael would pluck a- few clusters of- 
those pink and- white blossoms for me. 

6. Come with-me and I-will show you-the samples 
of blue and- white flannel, which we-are now displaying. 

7. When we settle-the affairs of- the company we- will 
place your claim first. 

91 



8. To make- the scheme feasible, his influence is most 
desirable. 

9. Our research discloses but a-small supply. 

10. The " Camels" will play- the final game with-the 
1 ' Elmwoods " on- Wednesday 

1 1 . The company should employ him as he- will make 
a-most amiable official. 

12. She-is feeble and I-fear may stumble. 

13. The business places close at six. 

14. Please ship at once one fly-wheel for our duplex 
blower, and-much oblige. 

15. If-you-will come with-me we- will place a-new 
panel in-the double door. 

16. I- will show you our samples of blue enamel ware. 

17. Please show us- the clay model. 



QUESTIONS— LESSON No. 15 

1. A small initial hook on the upper side of k and gay repre- 
sents what letter ? 

2. What letter is represented by a small initial hook on the 
right side of downward straight lines ? 

3. In what manner do shel and zhel differ from fel and vel ? 

4. What letters do not take the 1 hook ? 

5. How does the 1 hook on m, n and ray differ from the / ho/)k 
on other strokes ? 

6. Why is the 1 hook on m, n and ray made large ? 

7. What is the name of m with an 1 hook ? 

8. Is the 1 hook ever written at the end of a stroke ? 

9. How is a stroke vocalized with an 1 hook attachment ? 

10. How is an imperfect / hook formed ? 

11. How may the iss circle be joined to the / hook ? 

12. May the loops or the large circle be added to the / hook ? 

13. What is the name of the outline for settle f For discJose f 

92 



Lesson No. 16 



THE R HOOK 

164. A small initial hook on the lower side of k and 
gay, and on the left side of any downward straight line 
adds r; thus, 
kr gr 



P r 


br 


tr 


dr 


chr 


j r 


\ 


\ 


1 


1 


/ 


/ 



165. Notice that the r hook on these letters is ex- 
actly opposite the 1 hook ; the 1 being on the right side, 
the r hook on the left side. 

1 66. A small hook on an inverted f, v or th adds r; 

thus, 

fr vr thr 

^ ^ y.p 

167. The above characters cannot be confused with 
ar, w, sor z, because these strokes never take an initial 
hook. 

168. A small initial hook on a shaded m or n adds 

r ; thus, 

mr nr rumor dinner 

^__„^„_ ~ L 

93 



169. A small hook at the top of sh and zh adds r; 

thus, 

shr zhr shriek measure 

._*?/_ -->?/- --^ !2_ 

170. Remember that in sAr and zhr the hook is at 
the top, and the strokes are always written downward. 
On shl and 2/2/ the hook is always at the bottom, 
and the strokes are written upward. There is, there- 
fore, no confliction between sher and shel, or zher and 
zhel. 



VOCALIZATION, USE, ETC. 

171. Strokes with r hooks are vocalized and used the 
same as strokes with / hooks, and are governed by the 
same rules. The hook is always read after the conso- 
nant stroke. When a circle is prefixed to an 1 or r hook, 
read the circle first. 

172. When it is impossible to make a perfect hook 
between strokes, an imperfect hook may be foimed by 
retracing the stroke preceding the hook ; thus, 

cheaper baker digger dauber 

..< *= t k 

173. Caution. The r hook on m and n must be 
made small, and the m and n shaded, or confliction will 
result with the w and / hooks on the same letters. Note 
the difference. 

nr mr wn wm nl ml 

*s <r^ <^ <^\ ^Ly CT\ 

94 



174- The names of the r hook consonants are per, ber, 
ter, der, cher, jer, ker, ger, ner, mer, sher, zher, 
ther, etc. 



ISS, SEZ, AND STEH PREFIXED TO R HOOKS 

175. Writing a small circle in place of the r hook 
on straight lines prefixes s ; writing a large circle in 
place of the hook prefixes sez ; writing a small loop in 
place of the hook prefixes steh ; thus, 

straw seeker suppress sister 

T t. x !..__ 

stutter stupor steeper stitcher 

a ^_ r\ l _ 

NoTE. The ster loop is never prefixed to an r hook. 

176. lYis the only curved r hook sign taking initial 
iss ; hence, the r in such words as summer and suffer 
should be expressed by the stroke r, not with an r hook. 

sinner sooner summer suffer 

177. Per, bel, kel, ter, ner, etc., with iss prefixed, 
should be called iss-per, iss-bel, iss-kel, iss-ter, iss-ner y 
etc. 

If more convenient, and the syllable can be spoken, 
they may be called sper, sbel, skel, etc. 

Note. When sh folio wes per, ber, ter or der, use shay, When 
sh follows pel or bel, use ish. That is to say, write the sh on the 
side opposite the hook on these strokes. 

95 



READING EXERCISE— LESSON No. 16 



^ <v.^o 



r 



^ ± 






V 






5 LETTER.. 



H. 



Z....Z! 



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V 



9 : -~-> 



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9 6 



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vs- 



WRITING EXERCISE— LESSON No. 16 



i shriek 

2 decry 

3 rimmer 

4 author 

5 eagerly 

6 broker 

7 precise 

8 pepper 

9 rubber 
io depressed 
ii crying 

12 crust 
1.3 growth 

14 copper 

15 prior 

16 crawl 

17 teacher 

18 bookmaker 

19 appraise 

20 trash 

21 freer 

22 slipper 

23 thrasher 

24 cooperage 

25 propose 

26 free 



27 treaty 

28 grassy 

29 crouching 

30 prying 

31 cream 

32 trigger 

33 shaker 

34 knocker 

35 jobber 

36 thrash 

37 stunner 

38 silvery 

39 shrug 

40 bray 

41 praising 

42 groom 

43 gripping 

44 creeping 

45 depressing 

46 crime 

47 truck 

48 drier 

49 crush 

50 thrush 

51 throb 

52 lover 



53 thresh 

54 tray 

55 pricing 

56 crop 

57 powder 

58 brim 

59 drumming 

60 bother 

61 dinner 

62 maker 

63 freely 

64 feathery 

65 drawer 

66 oppressed 

67 drying 

68 priced 

69 greedy 

70 editor 

71 prairie 

72 soaker 

73 suppress 

74 secrecy 

75 stripper 

76 scrabble 

77 supervise 

78 screeching 



1. The editor proposed many pressing measures. 

2. I-presume we-shall hear- the author of- this new 
play speak at-the club dinner, Friday. 

97 



3. At last-the dreary day drew to a-close, and sup- 
perless, the weary soldiers sought repose. 

4. This scrap of blue paper will-be suitable. 

5. The brickmaker was making bricks and-the baker 
was frying crullers. 

6. Please ask Roger to bring me a-small crock of- 
cream for breakfast. 

7. The stripes on-the funnel were black and- white. 

8. The author eagerly proposed many striking 
measures at-the teachers' dinner. 

9. I-have yours of yesterday with-the samples en- 
closed, and-thank-you for your trouble. 

10. You-may ship me on Saturday three pieces each 
of-the damask tablecloth, and-the navy blue flannel, at-the 
prices you name. If, however, }^ou are able to-make-the 
terms, two off for cash, I-would like it. Yours truly, 

11. My daughter Clara, who-is now in Denver, saw- 
the eclipse of-the sun on- Friday of last week. 

12. Your display of papers is nice and- as your prices 
are reasonable your sales should-be large. 



QUESTIONS— LESSON No. 16 

1. Explain the difference between kel and ker. 

2. May the r hook be prefixed to any downward straight line ? 

3. What letters are inverted when taking the r hook ? 

^ Which side of downward straight lines takes the r hook ? 

5 How does mer differ from wem ? 

6. How many initial hooks does m take ? 

7. How may iss be prefixed to the r hook on p ? On k ? 

8. To what curved r hook sign may iss be prefixed ? 

9. How is sez prefixed to the r hook on straight lines ? 

10. Is the ster loop ever prefixed to the r hook ? 

11. What is the name of the outline for sister ? 



Lesson No. 17 



SPECIAL USE OF L AND R HOOKS 

178. Long or unsatisfactory outlines ma}^ frequently 
be avoided by the use of 1 and r hooks, even when there 
would be a distinct vowel sound between the 1 or r and 
the consonant stroke, as in recourse, portray, etc. 



SPECIAL VOCALIZATION 

179. In placing a vowel that is to be read between 
a consonant stroke and an 1 or r hook, observe the follow- 
ing rules : 

(a) When a dot vowel is to be represented, make the 
dot into a circle and write the circle before the stroke 
when the vowel is long, or after if the vowel is short. 
Occasions will arise, however, where this cannot be done. 
In such cases, place the circle on whichever side of the 
stroke will be most convenient ; thus, 

barely merely tearless shellac pioneer veneer 

___.\' iCkl?. C>— ^ O^"""^ 

(6) When a dash vowel is to be read between a stroke 
and an I or r hook, the dash should be struck through 
the stroke ; thus, 

Turk doorway correct coarsely 

.- t_ i x _____... ..!Zil _^c_ 

99 



(c) When a diphthong, or a semi-circle, is to be read 
between a stroke and an 1 or r hook, it must be struck 
through the stroke, or written at the beginning or end of 
the stroke ; thus, 

qualify procure figures 



THE CIRCLE AND R HOOK BETWEEN 
STROKES 

1 80. S may be represented between any downward 
straight line (p, b, t } d y chay, j) and ker or ger, by 
making the circle on the right side of the downward line 
and joining the k or gay from the top of the circle. 

S may also be added between chay or j, and pr or br by 
joining the p or b in the same manner, that is, from the 
top of the circle ; thus, 

superscribe disgrace subscriber Jasper 

__Vv U Vn,.„.„ 



<- 



181. Iss or sez may be prefixed to the r hook between 
two straight lines in the same direction, by turning 
the circle on the lower side of k or gay, and on the left 
side of the downward strokes ; thus, 

execrable prosper disaster destroy Boasberg or, if preferred 



TV 



i 



100 



182. In other cases the circle for iss is written dis- 
tinctly within the hook ; thus, 

extra Passover designer listener 
_Zl v. t__ _£ 



GUIDE TO THE USE OF THE L AND R HOOKS 

183. Use the hook in all cases where no vowel sound, 
or one of but minor importance, would come between the 
stroke and hook. 

(a) The hook may also be used in words of three or 
more consonants, and occasionally in words of two con- 
sonants (even where a strong vowel sound occurs between 
the stroke and hook), providing the hook would give a 
better or more rapid outline than the stroke. 

(fo) Do not, however, use the hook where the 1 or r 
stroke could be written to equal advantage and would 
make a plainer outline ; thus file should be written f-el, 
not fel ; re- file, ray -f-el; bar, b-ar, not ber ; door, 
d-ar, not der; but doorway could safely be written der- 
way, and bark, ber-k, thus giving a more compact and 
easier outline than d-ar-w and b-ar-k. 



READING EXERCISE— LESSON No. 17 



-v=--° 



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^k-^Hz 



:^...3../.. 



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..!^. 



-zf__£ 



c+»_i._.\l* -i^y. _.__„~i_._. 






-|pr 



*^_^L5z3J3^. _ _ . , ...v-v^. 



p_s^ .„a 






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JO SENTENCES 1 

II JL4_V7N -V. 



a C ^p ^ i 



Y^y9: 



14 krrb_„_. 



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f-v-v L - 






.C_^ N l—Xt—j/^V-^.JI 



^ j/:-^^< 



I02 



WRITING EXERCISE— LESSON No. 17 



i coal-black 

2 coarsely 

3 burst 

4 charm 

5 foolscap 

6 occurs 

7 shark 

8 shares 

9 g° re 

io careless 
ii church 
12 portray 



13 seashore 

14 filthy 

15 fork 

16 firmly 

17 forsake 

18 forkless 

19 term 

20 car 

21 verily 

22 qualify 

23 unfurl 

24 curable 



25 outstretch 37 discourage 


26 disastrous 38 suitor 


27 pasture 


39 feasible 


28 curb 


40 distressed 


29 pearl 


41 disagreeable 


30 carboy 


42 discourses 


31 sharp 


43 Turk 


32 courage 


44 pioneer 


33 foolish 


45 nearly 


34 slavery 


46 charcoal 


35 endures 


47 doorway 


36 descry 





1. Such a-discourse is scarcely suitable for- the time 
and-place. 

2. The officials are now at- the scene of-the disastrous 
wreck on- the Lake Shore. 

3. The firm will engage two extra designers, March 
first. • 

4. They suppressed all telegrams. 

5. Charley will take a-course in engineering at Ann 
Arbor. 

6. The prisoner was courageous, but coarse and- 
vulgar. 

7. He- will purchase books and-have recourse to- the 
knowledge he-desires. 

8. Strong drink is a-curse. 



103 



Sir: 

Since Driscoll's telegram of yesterday, promising to 
ship your automobile on Thursday, our engineer has 
noticed a-fracture in-the rim of-the rear right wheel. 
The tire also is weak, he says, and- is liable to burst at 
any time on being subjected to increased pressure. 
Both must be replaced. This will require time, but we- 
will procure a rim at- the factory today, and-by working 
extra will be able to ship your car by-the steamer 
Empress, which sails at three o'clock Friday, and reaches 
Plymouth early Saturday. 

Yours truly, 



QUESTIONS— LESSON No. 17 

i. Are the initial hooks ever used when a strong vowel sound 
comes between the stroke and hook ? 

2. What is the object in using the hook when a strong vowel 
sound comes between the hook and stroke ? 

3. How can a dash vowel be written so as to be read between 
the stroke and hook ? 

4. If you wished to read the vowel " a " between a hook and 
stroke, how would you represent it? 

5. In writing the word Jasper how would you indicate the 1 f 
6 How would you indicate a circle and the hook for r between 

two k strokes ? 

7. What is the name of the outline for disgrace ? 



104 



Lesson No- 18 



ENLARGED L AND R HOOKS 

184. Any r hook may be enlarged to add the sound 
of /. The names of the enlarged r hooks are as follows : 

prel trel cherl krel frel threl shrel merl nerl 

„<\ .0 1 .czr. £^_JL-4 d^su. 

185. The small 1 hook may be enlarged to add the 
sound of r. R is not added to the large 1 hook on m, 
n, and ray. 

The names of the enlarged / hooks are as follows : 

pier tier chler kler fler thler shier 

...A C. Z 5 . c_ SL £ cJj. 



1 86. The enlarged / and r hooks are called the rel and 
ler hooks. 

187. S may be prefixed to any rel or ler hook by 
writing the iss circle within the hook. 



VOCALIZATION 

188. The rel and ler hooks are vocalized the same as 
the simple 1 and r hooks, except that when a vowel is 

105 



placed after the re/ or ler hook it is read between the 
1 and r. See April and iZoor below. 

April floor clear abler collar settler scholar 

_ 5k S_JE=l_ &i_iJ^ £L_*=L_ 



IN, UN OR SAT 

189. The initial syllable, in, un or en, when followed 
by s, may frequently be represented to advantage by a 
small initial hook, called the In hook, prefixed as follows: 

1. To any straight line r hook sign, and occasionally 
to an 1 hook sign ; thus, 

unsprung unstring inscribe insecure unsettle uncivilized 

JC .t!S__ -r, f 



2. To any other stroke in order to avoid turning a 
circle on the back of n; thus, 

unsullied unseemly unsurmised 

. _ n ._££ !^ r ...- 

190. The names of the above outlines are> in-slay-d, 
in-sem-lay, in-ser-emst. 

191. The In hook should not be used where the n 
stroke could be employed to better advantage. The hook 
is used on unsettle and uncivilized to avoid a change of 
outline. 

106 



192. It is sometimes unnecessary to insert all the 
vowels of a word. Certain unimportant vowels may 
safely be omitted, as eh in abler ; eh in babbler ; a in 
liberal, etc. It will be noticed that the words can be 
read quite as readily without these vowels as with them. 

NoTK. The In hook is sometimes employed to represent the 
word in ; as, in securing, in suppressing, etc. 



WORD SIGNS 



_„__C___. till, tell, it will 

P until, at all 

__^r„._ call, equally 

— c difficult-y 

-JL~. full, fully 

„_.^_... value 

— a. ....principle, principal 

— --^.. surprise 

— _\. ....member, remember 

„J\. number-ed 

I dear 

_.JL truth 

1 during 



— ji — every, very 

_„./_ — through 

-._/_ — ..their, there, they are 

___I\ othei 

Z_.__ sure, surely 

__..*<__-__ pleasure 

Mr., mere, remark 



.near, nor 



.3. 



Mrs. 

.....Messrs. 
. capable-y 



107 



_.<r— ^-— care 

— J from 

j over 

--1-n— transgress 

-So. in reference 



influential 

_„._... proper 

___\___. capability 

— \ probable-y-ility 



Remarks. Derivatives of the words in the above list may be 
formed by adding to the word sign, the consonant or consonants 
necessary to form the derivative ; thus, to difficulty add iss for 
difficulties ; to remark, add bel, for remarkable-y ; to full, add ens, 
for fulness ; to mere, add lay, for merely ; etc. 



10S 



READING EXERCISE— LESSON No. 18 



S. 






t "1 






SENTENCES ^\.....± ^T^„.P ___ / V,-. -"- t- 



9 )...._.__.T-,--- c+*> / 



e+o_ 



t 



■/■- 



.5.- J_L 



<^/ 



>-i 



.C.A. 



X....L 



f 

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m ^/AA../1 JL_VJL M _2j/l:. A x .....^ _^_. 

109 



^ 



WRITING EXERCISE— LESSON No. 18 



i humbler 

2 nimbler 

3 dabbler 

4 droller 

5 stickler 

6 nibbler 

7 tattler 

8 jumbler 

9 tmstruck 
io unscrew 
ii unsalable 

12 clairvoyance 

13 scrupler 

14 quibbler 

15 strangler 



16 clerical 

1 7 buckler 

18 implore 

19 leveler 

20 enslave 

21 unstrung 

22 instructress 

23 temporal 

24 lustral 

25 timbrel 

26 Charles 

27 saddler 

28 straggler 

29 flourish 

30 simpler 



31 insuperable 

32 inseparable 

33 insoluble 

34 gambler 

35 clearness 

36 colorless 

37 smuggler 

38 clergy 

39 cobbler 

40 glare 

41 scribblei 

42 inscribe 

43 unsling 

44 insomnia 



1. Have-you seen- the editorial in-the April number 
of McClure's? 

2. He-is both liberal and- influential. 

3. His manner is very charming and-many members 
of-the Ramblers' Club will probably be there to hear his 
remarks on " The Travelers of Africa." 

4. The principal difficulty, as I remember it, was to 
secure capable trailers. 

5. We-had-the pleasure of seeing Mr. and- Mrs. Sad- 
dler and-the Misses Saddler during our stay at Geneva. 

6. Until they tell us more, it- will be difficult to fig- 
ure-the value of-the full cargo. 

7. It-was a-clear, warm day in Apiil, and-many 
flowers were in-bloom. 



8. The trouble seems-to-be over ; some of-the mem- 
bers have already passed through on-their-way home; 
others are waiting to hear from-the officials and-will 
take-the last car. 

9. We deplore her unseemly and unsisterly course. 
10. The simpler-the nicer. 

n. Charles writes - the editorials for - the Saturday 
Chronicle each week. 

Dear Sir : 

We-have your telegram, saying you wish-the body of- 
your cutter black and-the gear red. It-will take fully 
two weeks to do a-nice job, but we-will rush it as fast as 
possible. 

We-have a-cutter in stock just like yours in-every-way 
but with a-blue-black body and-red gear, which we-are- 
sure will suit you. If-you wish this cutter wire us and 
we-will ship Saturday. 

Yours very truly, 



QUESTIONS— LESSON No. 18 

What is added by enlarging an r hook ? 



May any r hook be enlarged? 

What is added to the small / hook sign by enlarging? 

4. What 1 hooks are not enlarged to add r t 

5. What name is given to the enlarged 1 and r hooks? 

6. How may s be prefixed to these enlarged hooks ? 

7. If a vowel is placed before a stroke with an enlarged hook, 
when is it read ? 

8. If a vowel is placed after such a sign, where is it read ? 

9. How may the initial syllables in, en and un be represented 
when followed by s ? 

10. To what series of hook signs are they principally joined? 

in 



Lesson No. 19 



FINAL HOOKS FOR F, V. AND N 

193. A small hook at the end, and on the circle side 
of any straight line consonant, adds for v; thus, 

puff cover rave huff chief 

-^ ./. a. jl £ 

The names of the above outlines are ; pef 2 , kev 2 -ray, rev 2 , hef 2 , 
chef 1 . 

194. With the aid of the context, and a little practice, 
no confusion will result from employing the same hook 
for /and v. 

Note. The v hook may be used on the perpendicular curves to 
denote the addition of have. 

The v hook may also be used on th in writing the word thief, 
and its derivatives, thievish, thievery, etc. 

195. A small hook at the end of any straight line con- 
sonant, and opposite the circle side, adds n ; thus, 

den cleaner ran gun chin 



J: 



196. The above will bring the n hook on the under 
side of k f gay, ray and hay, and on the left side of all 
other straight strokes. 

The names of the above outlines are ; den 2 , klen-ar 1 , ren s , gen 2 , 
chen 1 . 



197- N may also be added to any curve sign by a 
small final hook on the inner or concave side ; thus, 
fine vainer minute Orrin assign 

_i !£_. ..jr. _j I 



VOCALIZATION 

198. A vowel placed after a stroke with an f, v or n 
hook, must be read between the stroke and the hook. 
In other words, the hook must be read after any vowel 
placed beside the stroke. See preceding illustration. 



CIRCLES AND LOOPS ADDED TO FINAL HOOKS 

199. S may be added to the /and v hooks and to the 
n hook on curves, by writing the small circle distinctly 
within the hook ; thus, 

raves puffs means fans thins 

-^ -- -* za- ~-~w~--- L 

The names of the above outlines are; re£iss 2 or refs 2 , pefs 2 , 
mens 1 , fens 3 , thens 1 . 

200. A circle or loop may be added to the n hook on 
any straight line, by writing the circle or loop in the 
place of the hook ; thus, 

pens Kansas chanced spinster glanced 

113 



Caution. The loops and the large circle are nevei 
added to the f or v hooks. 

20 1. The loops and the large circle are never added 
to the n hook between strokes. 

202. The small circle may be added to /, v and n 
hooks between strokes, but only when it can be written 
distinctly within the hook ; thus, 

lonesome ransack ransom calfskin sponsor 

^_._.__._._^ __^A ..„_.... 



WHEN TO USE THE F, V AND N HOOKS 

203. Use the f, v or n hook when these letters are 
final, or when immediately followed by s. 

cough coffee puff puffy fun funny pens pennies dives device 

__c!__I~^ _^..A, .^...S^u....X-\^». (LiIJl.... 

The names of the above outlines are ; kef 1 , k-f 1 ; pef 2 y p 2 -f; 
fen 2 , f 2 -n; pens 2 , p 2 -ens; defs 1 , c^-v-iss. 

204. The hook should be used between strokes when- 
ever the junction will permit, and when it will make a 
better outline than the stroke would. 

provoke devote panic pinery Greenwood preference 

v -' „_jj_. \^...._..V... %T y** 

114 



READING EXERCISE— LESSON No. 19 




J 



r 3 ^^ v ^ 






7 -fe-^-^-^-^ 



.^i^^..^ 



&2_. 



-l. 



8 SENTENCES. .._! ^__.^L___v_^ __/_____^LyL 1 J'__ 7 _.Lo 



.3L 



r^...v-A- 



-H 



V A 



o> ^ 



Q; c 



i 



"-TS-/-'h 



_<^_ Ac 



13 






Y 



'5- 



^,..^..1...^ /.\...J:..:....,.A...^....^...:Q...L. 



X.A 



)' 






A. 



"5 



WRITING EXERCISE— LESSON No. 19 



1 6 graver 


31 vainer 


46 thinish 


17 engraves 


32 cleaver 


47 spinsters 


18 drivers 


33 brownish 48 bobbins 


19 endeavors 


34 vacancy 


49 frowns 


20 beverage 


35 d ens 


50 kinsman 


21 gloves 


36 dances 


51 cancer 


22 retrieves 


37 punish 


52 swollen 


23 preferences 


38 French 


53 adjourn 


24 rougher 


39 quinsy 


54 ferns 


25 typhoon 


40 gleans 


55 France 


26 doorman 


41 Spencer 


56 stanza 


27 wooden 


42 ozone 


57 oceans 


28 urn 


43 tenth 


58 moonshine 


29 seven 


44 thrones 


59 bounced 


30 economy 


45 pancake 


60 expanse 



1 gave 

2 rave 

3 roof 

4 staffs 

5 braver 

6 rebuffs 

7 calf 

8 siphon 

9 heaves 

10 cloves 

11 roofless 

12 divers 
1.3 cleaner 

14 devoid 

15 devote 

1 . The weapon is a- very fine one. 

2. The decline is very sharp and I-fear a-panic. 

3. Several clergymen from Maine will remain there 
to study-the Spanish language. 

4. Do-you think these thin iron frames will sustain- 
the strain ? 

5. Many of-the oranges were rotten and-the lemons 
were green. 

6. The Guaranty Block is a-granite structure of 
Spanish design and-fine finish. 

7. Several foreigners will visit- the clinic on-Monday. 

8. If-you-go down town this noon, please bring me 
a-box of pens and-ten or a-dozen pencils. 

9. Please sweeten-the lemonade to your taste. 
10. The country seems-to-be volcanic. 

116 



ii. There-is-no obstacle more in-the-way of success 
in life than trusting for something to turn up. If-you 
wish something to turn up, go to-work and-turn it up. 

12. The gunsmith is a-kinsman of-mine, a-profane 
fellow but a-fine mechanic. 

13. We-are enclosing with-this our check for-the 
balance due you to June first. 

14. The policeman on-duty at-the time of-the runaway 
says both Mrs. Madden and-the coachman were thrown 
against-the stone curbing. 

15. We-have this-day drawn on-you at seven days' 
sight, as per your telephone message of-this morning, and- 
thank-you very much. 



QUESTIONS-LESSON No. 19 

1. What three consonants are represented by small hooks at 
the end of straight line strokes ? 

2. How do you distinguish between the /and n hook on straight 
lines ? 

3. Is there any way you can distinguish between the / and v 
hook on straight lines ? 

4. Is the / hook added to curves ? 

5. A vowel placed after a stroke with an for n hook is read 
when ? 

6. How is a small circle added to the f hook ? 

7. Is the circle added to the n hook on curves the same as to 
the n hook on straight lines ? 

8. Why is it necessary to write the circle distinctly within the 
n hook on curves ? 

9. How are st and str added to the n hook on straight lines ? 

10. May the large circle be added to the n on straight lines ? 

11. What is said about the addition of the small circle to the 
n hook between strokes ? 

12. What is the order of reading a straight stroke with a small 
loop written in place of the n hook ? 

117 



Lesson No. 20 



SYLLABLES, SHON AND TIV 

205. The syllable Shon (spelled tion, cion/ cian, 
sioiiy etc. in different words) may be added to any con- 
sonant by a large, final hook, written on the circle side 
of straight strokes, and the inner or concave side of 
curved strokes ; thus, 

motion coercion magician diffusion visionary 

- ■n—j, — ~ 3: v <£ 

The names of the above outlines are; tn-shon 2 , k-ray-shon 2 , 
m-j-shon l , d 3 -f-shon, v-sho^-ray. 

206. The syllable tiv, which is added to straight 
lines only, is indicated by a large hook written opposite 
the circle side ; thus, 

active defectiveness dative collective 

\r\^ J:__ <^_^ 



207. The small circle may be written within the shon 
and tiv hooks to add s. 

118 



SMALL HOOK FOR SHON- CALLED ESHON 

208. When the syllable shon is preceded by a sounded 
vowel and s, it is usually best represented by a small hook 
added to the iss circle ; thus, 

physician transition transitional suppositions succession 



The names of the above outlines are ; f-iss-eshon 1 , trens-eshon 1 , 
trens-eshon 1 -lay y spes-eshons 1 , skays-eshon 2 . » 

209. The small circle may be written inside the eshon 
hook to add a final s. See suppositions in preceding 
illustration. 



VOCALIZATION OF ESHON 

210. Vowels, occurring between the £ and shon, may 
be written at the left of the hook if first place, and at 
the right if second or third place. In practice it is 
rarely necessary to vocalize the eshon hook. 



119 



READING EXERCISE— LESSON No. 20 



.s-D.. 



JL 



k 






V 



// 



J^SsLJ^l^C .^...r^s b...^>. 

— — e — — I J- ^_^ 

SENTENCE N£..x„l^„J^.:^ 

).^.1... ? ^^:/ C L..^<....^.^..:^..L..1...\. 

:.,^J.-..^j.j...^...a.j^...^^......a.--^"/ / 



\...L,^b... > ..X/..L...^........C?....L.. 



*r 



:Lsv 



.i..,..\..j:.i....:„..o..,...L....^.:.^/S..k..x.-Y 



1 20 



WRITING EXERCISE— LESSON No. 20 



i remission 

2 rotation 

3 delusion 

4 logician 

5 ineffective 

6 Russian 

7 ruination 

8 submission 

9 inattention 
io auction 

ii attraction 

12 negative 

13 division 

14 perfective 

15 radiation 

16 deception 

17 regulation 

18 palliation 

19 assertion 

20 irrigation 



21 inspiration 

22 illustration 

23 activeness 

24 professional 

25 receptive 

26 suppression 

27 instruction 

28 duration 

29 mansions 

30 extermination 

31 prosecution 

32 deprivation 

33 fermentation 

34 desolation 

35 desecration 

36 electioneer 

37 subsection 

38 seclusion 

39 friction 

40 veneration 



41 captivity 

42 restorative 

43 distillation 

44 execution 

45 defective 

46 opposition 

47 persuasion 

48 procession 

49 acquisition 

50 indecision 

51 precision 

52 authorization 

53 relaxation 

54 disposition 

55 deposition 

56 dispensation 

57 depreciation 

58 crystallization 

59 pulsation 

60 preposition 



1. All say- the reception was a-most enjoyable oc- 
casion. 

2. His assertions are positive and-his remarks pleas- 
ing and-full of persuasion. 

3. He-will give large remuneration for instruction. 

4. There-seems-to-be friction among-the members. 

5. Dissipation and-speculation are-the ruination of 
many. 

6. In-his deposition he states-the depreciation was 
simply normal. 



7. The cessation of active operations is sure to- 
occasion deprivation and- suffering at this season. 

8. I- fear- the musician in-his devotion to duty was- 
the cause of- the sensation. 

9. The proposition which-you make for supplying 
us with-coal for-the coming three years is receiving our 
attention. 

10. We- will, however, be unable to-give-you a-deci- 
sion for some days. 



QUESTIONS— LESSON No. 20 

1. What syllable is represented by a large hook at the end, and 
on the circle side, of straight strokes ? 

2. What syllable is represented by a large hook at the end of 
curved strokes ? 

3. When the syllable tiv follows a curve, how must it be rep- 
resented ? 

4. What consonant always precedes the eshon hook ? 

5. May the eshon hook be added to both curved and straight 
strokes ? 

6. Is the tiv hook added to curves ? 

7. Can the tiv hook be confused with the shon hook ? Why ? 

8. When a long vowel occurs between the s and shon, where 
should it be placed ? 

9. May the small circle be added to the shon and tiv hooks, 
and the eshon hook ? 

10. May these hooks be written between strokes ? 



122 



Lesson No. 21 



M SHADED TO ADD P OR B 

211. M may be shaded to denote the addition of the 
sound of p or b ; thus, 

imp ambition bump stamp impose 

v^r»- 



^ .Vk. 



212. Shaded m is called emp when p is added, and 
emb when b is added. 

213. Emp and emb never take an initial hook, hence, 
they will not conflict with mer. 

214. Three final hooks, n, shon and eshon, may be 
added to emp and emb. 

215. P may be omitted when it occurs between m and 
shon, in such words as 

presumption assumption preemption 

__A^ -V* 



LENGTHENED STROKES 

216. Doubling the length of emp or em b adds e/'; 

thus, 

romper timber jumpers 

.^ ^ /^ 

123 



217. Doubling the length of ingadds kr or gr ; thus, 
finger flankers linger angers, anchors 



2 1 8. Doubling the length of any other curved stroke 
adds tr, dr or thr ; thus, 

fetter older neither enters 



VOCALIZATION 

219. A lengthened stroke is vocalized the same as 
any simple consonant stroke, but the sound denoted by 
lengthening must be read after any vowel placed beside 
the stroke, and before a final hook, loop or circle. See 
preceding illustration. 

Caution. In those words where gr y tr> dr, etc., are 
followed by a final vowel, or by a vowel and s, the stroke 
and r hook must be used ; thus, 

hungry sentries mattress fortress 

-^--- —^ ^ - -^ - 

220. It is allowable, in a few words, to lengthen a 
stroke even when a vowel following tr, dr or thr cannot 
be expressed ; as in, 

alteration moderation federation 



Note. The above principle should be confined to a few very 
familiar words. 

124 



22i. The first position for a lengthened downward 
stroke is on the line, or a little above it ; the second posi- 
tion is slightly through the line ; the third position is 
half the stroke, or less, above the line, and the remainder 
below it. 

ist position 2d position 3d position 



THERE, THEIR, THEY ARE OR OTHER 

222. Any curve or straight line, without a final hook, 
loop or circle, may be lengthened to add thr for there, 
their, they are, or other ; thus, 

in their by their 

in there by there among their 

in other by other check their among other 



\ 



Z^ 



223. The context will readily indicate the word added. 

224. Straight lines may occasionally be lengthened to 
add tr, dr, or thr, as in quarter, injector, rather, pros- 
pector, etc. 

This principle is rarely used when the consonant is 
initial. 

Names. The name of lengthened ing is ingger or ingker, ac- 
cording as gr or kr is added. Thus the name of the outline for 
finger, is f-ingger ; for drinker, der-ingker ; etc. 

The name of any other lengthened stroke is the name of the 
consonant prefixed to that of the added syllable. The name of 
the outline for mother, is emthr 2 ; for fetter, eftr 2 ; for enters, 
entrs 2 ; for modern, emdrn 1 ; etc. 

125 



READING EXERCISE— LESSON No. 21 



/ 

. .fe.l.r 



"^ 



I 'J. 



Vrk... U^ 



3 



^_^L-£l 






// JL 



i^.....k.l..:k... 



-V 



72 C^~/~ 



L^v 



-C\ L 



u~~ . 



n 



^s 



A 



*C 



i 



15 









.a!.„ 



126 



WRITING EXERCISE— LESSON No 21. 



i vamp 

2 impute 

3 ambitious 

4 impede 

5 clamp 

6 shampoo 

7 shrimp 

8 trump 

9 cramp 
io imbues 
ii embody 

12 clump 

13 pomp 

14 tramp 

15 mump 

16 emperor 

17 empty 

18 redemption 

19 simper 

20 limber 

21 hamper 

22 plumper 

23 cumber 

24 stamper 

25 clamber 



26 pamper 

27 sombre 

28 whimper 

29 tramper 

30 hanker 

31 fingerless 

32 canker 

33 sinkers 

34 clinkers 

35 anchorless 

36 franker 

37 smother 

38 render 

39 slender 

40 disorder 

41 flutter 

42 literary 

43 loiters 

44 water 

45 diameter 
'46 swelter 

47 wandered 

48 Arthur 

49 smoother 

50 engender 



51 wilder 

52 dissenter 

53 defender 

54 metrical 

55 nitrate 

56 supporter 

57 woodcutter 

58 spectre 

59 orderly 

60 promoter 

61 shatter 

62 shelter 

63 cinder 

64 stockholder 

65 surrender 

66 waterproof 

67 wintry 

68 Andrew 

69 angry 

70 artery 

71 paltry 

72 laundry 

73 propagator 

74 speculator 

75 debater 



1. The imp has broken-the pump and-also-the 
pitcher. 

2. His presumption was very embarrassing to- the 
ambassador. 

127 



3. It-is an-imposition to ask them to camp in- this 
damp place. 

4. The emperor plans to enter- the fortress on- 
Monday. 

5. Mr. Alexander, whom we just passed, is a-large 
dealer in-timber and-lumber. 

6. The new company has already proposed several 
alterations in-the original plans. 

7. The steamboat is now at anchor in-the harbor. 

8. She is more slender than her younger sister whom 
we saw at- the theatre. 

9. Andrew will order a-ne # w and- modern stamp in 
place of-this cumbersome and worn out one. 

10. As- the water is rising fast, their position is inse- 
cure and-they must flee while-there-is yet time. 

11. The poor girls are both fatherless and-motherless. 

12. He-is a-molder and-is always engendering strife 
by his eccentric ways. 

13. A-decision in-their suit for damages will likely 
be rendered Wednesday. 

14. Walter had a-bottle of nitric acid and a-phial of 
ether which he- gave to- the leader. 

15. If -the weather is moderate I- think both father- 
and-mother will go. 

16. I-hope we-may linger and-look for-their hand- 
kerchiefs. 

17. If-they go in-there they-are likely to suffer for- 
their folly. 

18. This is smoother than-the one Arthur had. 

19. He- was hungry and I-think rather angry, too. 

20. Luther said he-would-be at-the eastern entrance 
at four with several maps and-illustrations. 

128 



QUESTIONS— LESSON No. 21 

i. What two sounds may be added to m by shading? 

2. What name is given to m when shaded? 

3. What letters may be added to emp and emb by lengthening ? 

4. Do emp and emb ever take an initial hook? 

5. May they take an initial circle, or the small loop ? 

6. What final hooks do they take ? 

7. What is added to ing by doubling its length ? 

8. If a vowel is placed beside a lengthened stroke, when is it 
read? 

9. When is it not allowable to lengthen a curve to add tr, dr, 
etc. ? 

10. What is the name of lengthened ft Of w t 

11. Are straight lines ever lengthened to add tr, dr or thr f 

12. Is it customary to lengthen a straight line when it is initial, 
or the only stroke in the word ? 

13. What is a lengthened ing- called ? 

14. Where should a lengthened perpendicular or inclined curve 
in the first position rest ? 

15. Where should the first half of a perpendicular curve in the 
third position rest ? 



129 



Lesson No. 22 



WORD SIGNS-CONTRACTIONS 



V 



above 

■tt7>— again 

**-s^- another 

-^ — before 

- A — been 

^tt>. question-ed, can 

c^> careful-ly 

_JL differ-ent-ly-ence 

entire 

-~y farther, further 

t/___ general-ly 

...important-ce 



opinion 

__XL_ objection 

-__jo objective 

— ^ — ,...often, phonograph-y 

_>^_ — phonographer 

.. Vr. phonographic 

_._\ ... remembrance 

_/?\)._ representation 

. /. .o __ representative 

.. -SX subjection 

____0_„ subjective 

_JL_ truthful-ly 



130 



^ 



improve-ment, may be 
impossible-ility 



..investigation 



.QiL 



.as soon as 



v— upon 

1 — whatever 

— i — whichever, which f ve 
' of 

_6 who have, whoever 

within 

as well as 






-£■- 



.as much as 



225. Too much importance cannot be given to the 
word signs. They must be studied and practiced until 
they can be written instantly. A good plan is to review 
each day all the word signs you have been over. Do 
this and they will soon be at your ready command. If 
you do not learn the word signs you will have to write 
the words out in full, which would frequently mean 
a long or cumbersome outline, and sometimes a confliction 
with some other word. 



WRITING EXERCISE-LESSON No. 22 

1. Above all, be truthful, and-remember-the farther 
you wander from-the objective in phonography, the more 
difficult it- will-be to become a-phonogragher. 

2. This question has-been before us again and- again. 

3. Study- the question carefully before you decide 
upon what to do. 

4. The improvement makes it impossible. 

131 



5. The principal objection came from- the phono- 
graphic member. 

6. The men should-be more careful generally. 

7. We-can see as-well-as they can. 

8. Whatever is done by- the man must be done 
quickly. 

9. Another important opinion upon-the question 
may-be looked for from Representative Evans. 

10. Whichever way they go they-are sure to see some 
who-have gone before. 

11. In my opinion they will ask for-another investi- 
gation within a-year. 

12. By adding- the shon hook to " subject " we have 
" subjection.'' 

13. Again-the question arises: "Can we further 
improve upon this plan before another winter ? ' ' 

14. It- will-be to our advantage if -we-can study this 
question more carefully before proceeding further. 

15. The importance of- the subject is often overlooked. 

Dear Sir : 

Your-letter to-the Eastern Motor Company has-been 
referred to us as being headquarters for fine automobile 
leather. We-have a-new process for tanning our leather 
which makes it exceedingly flexible, waterproof and- 
stronger than any-other leather produced. Our orders 
are three months ahead now, and-the factory is taxed to 
its utmost. 

We-are enclosing samples and-will-be-pleased to enter 
your order for July 1st. 

Yours truly, 
132 



Lesson No. 23 



SHORTENED LETTERS 

226. T or d may be added to any consonant stroke, 
except w and y, by making it half its usual length ; 
thus, 

pet spade spent plants refined 






V- 



227. The context will enable one to determine readily 
whether t or d is added. 

The names of the above outlines are, pet 2 , spet 2 , spent 2 , plents 3 , 
ray 1 -fend. 



METHOD OF READING 

228. The t or d denoted by shortening, must be read 
after a final hook, but before a final circle ; thus, 

band tufts bands rents heft 

The names of the above outlines are, bend 3 , tefts 2 , bends 3 , 
rents 2 , heft 2 . 

229. Emp and etnb are halved only when they take 
a final hook. 

133 



230. Shortened el, m, n and ar may be shaded when 
d is added, but are written light when t is added. 

old late made mate send sent hard heart 

The names of the above outlines are, eld 2 , let 2 , med 2 , met 2 , 
iss-end 2 , snet 2 or iss- net, ard 3 and art 3 . 

231. Wem and wen must not be shaded when short- 
ened, as they would conflict with shortened me r and ner. 

mrd wmt-d nrd wnt-d 
.<z^ drv _o^_ ^ 

The names of the above outlines are, merd 2 , wemt 2 , nerd 2 , went 2 . 

232. The ray stroke is not shortened when standing 
alone; hence such words as right, rate, rod, etc., 
should be written ray-t or ray-d, not ret or red. 

Ray may, however, be shortened when it has an initial 
or final hook ; thus, 

word rent rafts rounds 
<^_ x>. _j\ ^__,.__/«* 



233. A shortened s may sometimes be written upward 
to advantage when joined to an n or shon hook ; as in, 

fashionist factionist canonist 



The names of the above outlines are, f-shon s -est, P-kshon-est, 
and k 3 -nen-est. 

134 



234- Final ted or ded may be disjoined when pre- 
ceded by a downward stroke to which it cannot be 
joined at an angle ; thus, 

treated deeded awaited averted 



235. For final rd after k, gay,-f, v, m or lay, use 

shortened ray (ret), not shortened ar (ard) ; thus, 

lured veered moored afford 



WHEN NOT TO SHORTEN 

236. Do not shorten when the junction would not 
show the addition of the shortened letter, as in 

looked effect minute' fatigue 

- *=• -H f*— 

not 
1 v 



NOTE. From the above outlines it will be seen that, even with 
the greatest care in writing, the halving principle could not be 
employed in words of this class, as one could not tell where the 
full stroke ended and the shortened one began. 

135 



237- Do not shorten when the t or d is followed by a 
final vowel, or by a vowel and final s ; as in, 

windy naughty Sundays 



h" r_ i' 



^. 



Note. By observing " Method of Reading," it will be noticed 
that the above words could not be written with the shortened 
principle, even if desired, as the t or d denoted by shortening must 
be read after any vowels placed beside the stroke, and in these 
words the t or d would come before the vowel. It would be well, 
however, to notice the distinction in outline which this gives in a 
certain class of words, as wind, windy ; naught, naughty ; sends, 
Sundays; etc. 



238. Do not shorten a stroke that follows an initial 
vowel, and is in turn followed by a vowel and final t or 
d ; in other words, do not shorten a simple consonant 
that is preceded and followed by a vowel ; as in, 

afoot avowed abed 

^ : -^ V~- 



Note). The above rule not only makes the reading easier but 
gives a distinction between such words as foot and- afoot ; vowed 
and avowed ; bed and abed ; etc. 



239. Do not shorten a stroke which is immediately 
followed by two sounded vowels and final t or d ; as in, 

Druid fluid quiet Hyatt 



V 



136 



240. Do not shorten 1, r or 12 when preceded by a 
vowel and a consonant, and followed by a vowel and 
final d, (not t ) ; as in, 

mellowed married renewed flurried 

—~ * 7^1— -^-- -^ ----- 

NoTC. The above rule makes a distinction between such words 
as marred and married ; ruined and renewed ; etc. If the vowels 
were always inserted, there would be no need of the foregoing 
rules, but as the advanced phonographer writes only an occasional 
vowel, such distinction in outline adds materially to the easy and 
accurate reading of shorthand notes. 

241. Do not shorten lay when followed by a vowel 
and d, (not t) ; thus, 

laid lied lewd lead laud 

.....: a a^_. r ^__^_aL^j0— 1' 



late light loot lit lot 

c r c 



_£_. 



242. In words of one syllable, ending in the sound , 
of Id, use the downward /, shaded ; thus, 

old ailed hold sailed 

JE_ ___//;_„ Y__ 7^ 

NoTK. Observance of the above rules will give a distinction 
between three classes of words, and will be found very helpful in 
reading when the vowels are omitted. 

243. The shortened letters are called bet, ret i chet, 
met, let, art, etc., or if d is added, bed, red, ched, med, 
eld, ard, etc. Shortened ish is called isht, and shortened 
shay, shet. 

137 



244- F° r trie sake of greater speed or legibility, the 
rules governing the use of r and 1 are sometimes disre- 
garded when these letters are shortened ; thus, 

peeled retard redeem boiled 

> s- ^ >- 



245. Derivatives of words represented by word signs, 
may be formed by adding to the sign of the primitive the 
consonant necessary to form the derivative ; thus, 

value valued call called world worldly 

t ■ — — - - r - /-- 

Note. When a word sign does not contain the last conso- 
nant of the primitive word, the derivative is rarely formed by 
shortening; hence, the signs for object, remark, etc., should not 
be shortened for objected, remarked, etc. In these cases use the 
primitive sign for the derivative word, or add the t or d stroke. 

Great care should be taken to make the shortened letters only 
half the length of the full strokes. If you train yourself to do 
this from the beginning it will soon become a habit and it will be 
easy to make the distinction, even in the most rapid writing, but if 
you allow yourself to be careless, confusion is sure to result and 
you will experience difficulty in reading your notes. 



*3» 



READING EXERCISE— LESSON No. 23 



./;-. 









-M~ 



5 _> 









. ->_-SJ>__9f- 



.3. 






6 ^_ W -. 

7 ^ > * 



r 



-.b-v^.-- 5 



j£_VJfafc— ^ 



Av X 



.,,_^__I^_£ 



t ■* <v 



!^imju_%3;_^-j±l 



<0 



..«4. 






/i* 



*-i 



-H-; 



a 



*, 






/2 SENTENCES 



13 



14 ks.-- 

,5 lil*:. 



.^__„..^j^o .„_A— J 7^_ 



-<0- 



1 



V 6/ 



16 



../P... 






"'■ x W 9-^V ^o , 



18 



,,IZ 



139 



WRITING EXERCISE— LESSON No. 23 



i pad 

2 boot 

3 taught 

4 dude 

5 chide 

6 dot 

7 jot 

8 caught 

9 cute 
io foot 
ii void 

12 thought 

13 eased 

14 shod 

15 light 

16 hired 

17 hunt 

18 bound 

19 spent 

20 saddened 

21 stunned 

22 fanned 

23 funds 

24 paved 

25 breathed 

26 defeated 

27 islands 

28 bumped 

29 studied 



30 rounds 

31 fashioned 

32 stride 

33 stained 

34 moment 

35 potato 

36 secrete 

37 staggered 

38 fitly 

39 lived 

40 skilled 

41 roiled 

42 lightness 

43 coiled 

44 glands 

45 protection 

46 dedicate 

47 bottom 

48 illegitimate 

49 legitimate 

50 modify 

51 agitated 

52 metal 

53 indicated 

54 ultimate 

55 sold 

56 bored 

57 reasoned 



58 barred 86 

59 defined 87 

60 hardened 88 

61 peeled 89 

62 loomed 90 

63 resigned 91 

64 descend 92 

65 elocutionist 93 

66 windward 94 

67 twined 95 

68 wand 96 

69 vainest 97 

70 ward 98 

71 wired 99 

72 round 100 

73 around 101 

74 rents 102 

75 strutted 103 

76 retreated 104 

77 defrauded 105 

78 inverted 106 

79 undated 107 

80 treated 108 

81 mired 109 

82 mart no 

83 suffered in 

84 leered 112 

85 fortified 113 



forgot 

rowed 

reed 

route 

slacked 

liked 

evict 

collect 

clicked 

cracked 

gagged 

bobbed 

roared 

lattice 

meadows 

veto 

allude 

assayed 

aside 

allied 

elate 

omit 

buried 

denied 

dallied 

ferried 

carried 

hurried 



140 



i. Every thought, word and-action will-be brought 
into judgment. 

2. Two points remained to-be settled. 

3. I-am much gratified at- the result. 

4. It-is hard to estimate what more will-be needed, 
until we receive a- copy of- the- orders. 

5. He-does-not need a- guide, as he-can easily find 
his way to-the detective's office. 

6. Peace of mind is easier lost than gained. 

7. Very fruitful trees often need to-be propped. 

8. Indolence and- pride never lead to honored age. 

9. He recently moved here from- the East. 

10. I-find they suffered him to-be treated shamefully. 

11. His statement shows, and-he admits, he-has-not 
kept-the agreement. 

12. The debt to which you-refer was settled on- the 
second, and- we hold a-receipt. 

13. Mr. Ward was with-me in Scotland on-the day- 
the instrument was executed. 

14. The large plant of- the Bertrand Light Company 
was-destroyed by-fire shortly before midnight last night. 

Dear Sir : 

This is to remind you that your note becomes due on- 
the third, and- as. we- are depending on- this money to use 
in-the settlement of an-estate which-is to-be-made on-the 
ninth, we ask you to remit promptly on-the date of pay- 
ment as agreed upon. 

Yours truly, 



141 



QUESTIONS-LESSON No. 23 

1. Name the letters that are not shortened. 

2. When is the t or d in a shortened stroke read ? 

3. When may emp and emb be halved? 

4. What letters may be shaded when halved ? 

5. What outlines would you write for ailed, late and laid? 

6. May shortened wem and wen be shaded ? 

7. When may shortened s be written upward? 

8. Is the simple raj- stroke ever halved ? 

9. When may final ted and cfed be disjoined? 

10. What is the outline for lard ? 

11. How should slacked be written ? 

12. When a straight line follows a curve, without an angle 
between them, why cannot the straight line be shortened ? 

13. How should you write the word putty ? 

14. Why could not putty be written with a shortened p f 

15. Is a final hook on a shortened letter read before or after the 
the added t or d ? 



142 



Lesson No. 24 



WORD SIGNS AND CONTRACTIONS 



about 

\ 

_ =7Z> account 

. acknowledged 

_— ....according-ly 

__^— after 

_Vj/. afterward 



-astonish-ed- 

ment 



..could 



} establish-ed- 

ment 

._\t forward 



....gentlemen 

_jj_ gentleman 

good 

_^ heard 

\ as it, has it, 

hesitate-d-ion 

hundred-th, 
_>»»£-__ under 



...immediate-ly 

«__^j-_ ....inconsistent 

indiscriminate 

3 indispensable 



,..in order 

/. intelligible 

<Z. intelligence 

5/. .'....intelligent 

I interest 

..A it will not 



....I*ord, read 

__wl nature 

„y- natural-ly 

„c\__„ opportunity 



..particular-ly 



(y practicable- 

— -\---~ ility 



put 

somewhat 

— spirit 

that 

till it 

J. told 

„1 toward 

Jl throughout 



transcript 



...we are not 

^ were not 

f__ will not 

___( without 

,__C world 

..at any rate 
can not 



i 



143 



WRITING EXERCISE— LESSON No. 24 

i. The gentlemen were-not inconsistent and-ac- 
knowledged their astonishment at-his knowledge of-the 
particulars. 

2. Bid-the gentleman come forward immediately. 

3. His transcript shows he-is intelligent and-that-his 
opportunities were-not wasted. 

4. Scientists astonish-the world by-their knowledge 
of nature. 

5. She told us afterward that he-demanded interest 
on-the account. 

6. The good spirit shown by- those interested was 
astonishing throughout-the trial. 

7. For-the hundredth time he-hesitated as-he heard- 
the good man speak. 

8. Naturally we-think it- will-not be necessary. 

9. After such indiscriminate remarks we-are some- 
what disinclined to read farther. 

10. I- wish you-could put this thing in-order before 
he-has an-opportunity to- write about it again. 

11. They will- not do without it for it-is indispensable. 

12. We have, accordingly, decided to wait till- it has- 
been shown to-be practicable. 

13. At-any-rate we-are-not inclined to-question it. 

Dkar John : 

In-order to-be a-good phonographer you should-im- 
prove every opportunity and study-the word-signs until 
you-can write and-read every particular one without 
hesitation. 

Your insistent friend, 

144 



Lesson No. 25. 



BRIEF PREFIX SIGNS 

246. Con, com or cogf, beginning a word, may be rep- 
resented by a light dot written before the remainder of 
the word ; thus, 

confess complain cognizance content complex 

_k _js ^±i _i .^f 

(a) Con, com or cog, when occurring in the mid- 
dle of a word, may be omitted and implied by writing 
the part following the con, com or cog under or near 
the preceding part of the word ; thus, 

decomposition discontent nonconformist misconstrue 

'i i, :^ jl 

uncompressed recognized irreconciliation inconceivable 

.w\ M. ■>£ \ 



247. Accom may be represented by a heavy dot writ- 
ten before the remainder of the word ; thus, 

accomplish accommodation accompany accompanist 

145 



(a) Con, com, cog or accom may also be im- 
plied by writing the remainder of the word under a 
preceding word or stroke ; thus, 

in the complaint nice accommodations will condemn 

- -^ -^- ^U 

248 . Contr a, contr o or counter may be represented by a 
tick written at the beginning of the remainder of the 
word ; thus, 

contraband controvert countercheck countermine 
"S /c > /" 1^ 



249. Incon and uncom, when followed by s, may some- 
times be represented by the in hook ; thus, 

inconsiderable inconsideration inconsolable inconsumable 

— I- ft r:\ r^ 

250. Inter and intro may be represented by net, writ- 
ten before, or joined to the remainder of the word ; thus, 



intercept introduction introduce interrupt 

-n- 



:s jrLo ^1 ^\. 



251. For and fore are usually expressed by fori the 
line, joined to, or written before the remainder of the 
word ; thus, 

forward forefather foreseen forewarned 

X- ^ -^— 



146 



It is occasionally better to represent the prefixes for 
and fore, in such words as forget, forgive, foremost, 
etc. , by fer or far. 

Note. On account of the liability of confliction, it is advisable 
to write f-ray-nen for forenoon and fet-nen for afternoon. 

252. In-re* The word in, with the following initial 
syllable re, t may often be advantageously represented by 
ner joined to the remainder of the word ; thus, 

in reply in response in receipt in respect 



253. Magne, magna or magni may be expressed by 
m written over the remainder of the word ; thus, 

magnesia magnanimous magnitude magnify 

__Z __ r£ _^_ 

254. Self is expressed by a small circle joined to, or 
written before the first stroke of the remainder of the 
word. 

{a) Self 'may also be joined to a following iss by en- 
larging the circle. 

selfish self-devoted self-same self-sacrifice 

J- di ^ o^ . 

(6) Self- con, com or cog may be expressed by writ- 
ing the small circle in place of the con dot. 

(c) Self-contra may be expressed by joining self to 
the tick for contra. 

147 



255. Prefixes Joined* Prefix signs may be joined to 
initial syllables, and to each other, as in uncontra- 
dicted, self-interest, etc. Word signs may also be used 
as prefix signs, as fet-nen for afternoon, end-gay for 
undergo, etc. 



uncontradicted self-interest afternoon undergo undersigned 
..— ~X -Wj2 v_^r--.--xJ& 



k. 



256. When double letters occur, it is customary to 
omit one of them ; thus, com it, com end, com uni- 
cation, com emorate, etc. 

NoTB. The experienced stenographer requires and uses only an 
occasional vowel. The pupil will now perceive why he has been 
taught to write words in position, for, when he omits the vowels, 
he knows from the position of the outline whether the accented 
vowel is first, second or third place. This, together with the con- 
text, will, in most cases, clearly indicate the word. 

The insertion of an occasional vowel will add materially, how- 
ever, to the rapid and accurate reading of shorthand notes. In 
some cases it is absolutely necessary to vocalize an outline. As a 
general rule it is the short words, rather than the long ones, that 
need vocalizing. 

After a little practice the pupil will be surprised to find how 
easily he can read un vocalized shorthand. 

In this and subsequent lessons, the less important vowels will be 
gradually omitted. The pupil may also omit such vowels in his 
writing as he finds not necessary to the reading of his notes. 



148 



READING EXERCISE— LESSON No. 25 

i.y.^ u.i...ii, x 



W-W-- 



3 ....^. 

4 - ^ 



5 .. 



.^Ai_' 

LX..^...?...x ^,A.\i ^ 



«L^ 



.!^....^...l...^....: ^v-z 






// SENTENCES ..... f A_.;.\.../_„/^ZI_ Z^.A_.fti/__.n__.3L. 

/^...w^,/.^..t...^.-.A...."Xo._".^. 

/5 ^.^/^..^....11^^.../... ) .....l....^.:...u...-L,...^ 



(5 ^/i.^jr...^.....c...^....li....r..3/r....^. 



149 



WRITING EXERCISE— LESSON No. 25 



i confuse 

2 conceit 

3 commend 

4 commit 

5 cognomen 

6 communication 

7 competition 

8 complainer 

9 comrade 

io conceivable 
ii concoction 

12 concurrent 

13 condescend 

14 confederate 

15 confinement 

16 congratulation 

17 accomplishment 

18 condone 

19 complaint 

20 will commence 

21 will accompany 

22 discomfort 

23 disconnection 

24 discontent 

25 disconsolate 

26 decomposed 



27 inconsiderately 

28 inconsumable 

29 inconsolable 

30 inconvenience 

31 incomplete 

32 incognito 

33 unconcern 

34 uncomfortably 

35 unconcealable 

36 in reducing 

37 irreconcilable 

38 recommend 

39 recompile 

40 recommit 

41 reconstruct 

42 recumbent 

43 noncommittal 

44 nonconductor 

45 nonconformity 

46 misconduct 

47 misconstrued 

48 miscompute 

49 magnetize 

50 magnify 

51 controvertible 

52 counterpart 



53 count erbrace 

54 counterfeit 

55 counterpane 

56 intercept 

57 interjection 

58 interval 

59 intervene 

60 foretaste 

61 foreseen 

62 foreclose 

63 forerunner 

64 foresight 

65 foreshorten 

66 foretop 

67 forelock 

68 foreshadow 

69 forgiven 

70 forgave 

71 self-reproach 

72 self-possession 

73 self-denial 

74 self-conscious 

75 self-confident 

76 uninterested 

77 understood 

78 undersigned 



1. We-think-you misconstrued our meaning as we- 
are-not cognizant of having made any complaint. 

150 



2. They would better discontinue-the quarrel and- 
cease further intercourse. 

3. Such a-thing as-a reconciliation between them 
seems incomprehensible to me. 

4. In-consideration of a-small compensation he-said 
he-would accompany-the conductor to-the theatre and-to 
other convenient places. 

5. He complains continually of-his accommodations. 

6. In conclusion, I- would recommend that-he re- 
commence at-the first and-reconsider each statement. 

7. I-would-not intercede for-him, neither would I 
introduce him to my companions. 

8. It-is-now conceded that-the counterfeiters had 
been forewarned and-were cognizant of-the whole plan 
of-the detectives. 

9. Take time by-the forelock and-concentrate your 
thoughts upon self- improvement. 

10. His conversation was charming and-his manner 
convincing. 

1 1 . Did I-understand you to say ' 'discommode' ' or ' 'in- 
commode ? ' ' 

12. Some recognition should-be-made for his magnifi- 
cent efforts, and-it-is incumbent upon us to show our 
appreciation. 

13. In-consequence we- are all accused. 

14. We-are judged by our conduct, conversation and- 
intercourse with men. 



151 



QUESTIONS— LESSON No. 25 

1. What prefix is represented by a light dot written at the 
beginning of an outline ? 

2. What prefix is represented by a heavy dot ? 

3. What is used to represent the prefix contra f 

4. Where is it written ? 

5. When incon and uncom are followed by s, how may they 
be expressed ? 

6. What distinction is made in writing recom and irrecom ? 

7. How would you write in receipt f 

8. What is used to represent the prefix mis-con ? 

9. What sign is used to represent contro ? 

10. By what sign are inter and intro represented ? 

11. How are the prefixes magne, magna, etc., represented ? 

12. How would you write unforeseen f 

13. May prefixes be sometimes joined to the remainder of the 
word ? 

14. Give an illustration of a prefix join 



152 



Lesson No. 26. 



AFFIXES 

257. As has been previously explained, ing may be 
expressed by a light dot ; ings by a heavy dot, or the 
stroke ings ; ingly by a heavy dash, and ing the or 
ing-a by a light dash in the place of the ing dot. 

258. Ble and bly, when bel can not be conveniently 
used, may be expressed by b joined. 

259. Bleness, fulness and someness may be represented 
by a small circle at the end of the consonant outline ; thus, 

feebleness faithfulness lonesomeness tangibleness 

— -■ — s -^ v - 

o 

260. Lessness may be represented by a large circle at 
the end of the consonant outline ; thus, 

lawlessness thanklessness carelessness 

/-° 

_S_ (- c-O 

O 

261. Ality, ility, erity, etc. These terminations may 
be represented by disjoining the stroke immediately pre- 
ceding them ; thus, 

principality disability prosperity stability 

v- ^- -^ ^- — 

153 



262. For and fore, when terminating a word, may be 
represented by /joined; as ther-f for therefore; wer-f 
for wherefore ; etc. 

263. Ology and alogy may be represented by j, 
usually joined to the preceding part of the word ; thus, 

phrenology genealogy zoology 



? /: )-- 



*/ 



264. Ship may be represented by ish joined to, or 
written near the preceding part of the word ; thus, 

partnership hardship penmanship 

X^_ y 

265. Soever may be represented by iss-v joined, or 
iss disjoined ; thus, 

wheresoever whosoever whithersoever whosesoever 

.._..**; -_(«^::«__^^__ £._ 

266. Self and selves may be represented, respectively, 
by a small and a large circle, joined if the junction is con- 
venient; thus, 

myself thyself himself ourselves 

---— -— <=» — 7> - 

267. Word signs may frequently be used as affix 
signs; thus, t 

thereto thereafter wherever whenever 

:.V- 1---1~- : .;l : _. ^ n^ 

!54 



268. In* This affix, while generally written with the 
n stroke joined, may be very conveniently represented 
by an n hook in the following words : arn for herein ; 
arn-bef for hereinbefore ; arn-fet for hereinafter; 
arns-ted for hereinstated ; etc. 

269. Lapping. It is sometimes necessary, or advan- 
tageous, to disjoin the last part of a word from the pre- 
ceding part. This is termed lapping, 

hereafter particularize actively thereon thereof 

__> ^ ,- f 1 _-!__ 



155 



READING EXERCISE— LESSON No. 26 



2 ..^.A-^X-1^\- -J\-~ ^--.^.-rs......^...^ 



'A.:^ 






y. 



e sentences •/,- /.....I c JL.../r^.J....J. .^ 






/0 - -^b 

•QlP. / 



X.. 



^t . 



.L 






_^ 



/5 £-..L — ^.__<T^____ ■\ + -/- J— -C_D 9...X. C7TT O — T\ 






X 






•a 



cJ=0. 



•=o L.x 



156 



WRITING EXERCISE— LESSON No. 26 



i boring 

2 breaking 

3 delaying 

4 defeating 

5 condensing 

6 blessings 

7 sufferings 

8 fittings 

9 paintings 
io savings 

n prancingly 

12 seemingly 

13 knowingly 

14 laughingly 



15 accountable 

16 amendable 

17 diversible 

18 fashionable 

19 recognizable 

20 lawfulness 

21 knowableness 

22 watchfulness 

23 irksomeness 

24 groundlessness 38 

25 artlessness 39 

26 thoughtlessness 40 

27 senselessness 41 

28 boundlessness 



frugality 
sensibility 
disability 
instability 
rascality 
genealogy 
geology 
theological 
mineralogy 
courtship 
steamship 
yourself 
one's self 
42 themselves 



29 
30 
3i 
32 
33 
34 
35 
36 
37 



1 . His position is indefensible. 

2. His sensibility decreased as his rascality increased. 

3. Her thought fulness prevented much suffering. 

4. Owing to-his disability they-have decided to do- 
the work themselves. 

5. He-is a-sensible fellow, but I-fear his feebleness 
is-an insurmountable obstacle in-the-way of-his securing 
this position. 

6. I-have-seen these-things myself, therefore know 
of-his lawlessness. 

7. I-think- there- is great liability of our disability 
through his youthfulness and-carelessness. 

8. Knowing his heedlessness we-are-not amazed at- 
the hardship he- has brought upon himself. 

i57 



9- The liabilities are much in excess of-the assets. 

10. We ourselves cannot question- the validity of-the 
document. 

ii. Those who economize and-lay aside during pros- 
perity usually save themselves hardships in old-age. 

12. We- will stretch forth- the hand of fellowship and- 
show them-the possibilities of-this great country. 

13. The plan offers many possibilities and- affords 
opportunities for large compensation. 

Dear John : 

It-will-not be necessary for-you to-make another tran- 
script, as we- have just heard that a-good friend, a-gentle- 
man who-has an-interest in-the establishment, has a- 
duplicate copy which we-know he-will-not hesitate to- 
loan us, and- which we-can read as opportunity offers. 

We-are-not disposed to criticize, but, as we told-you 
before, harmony is indispensable to success, and-in-order 
to accomplish that for- which you are striving, and-to put- 
the company on-a firm basis, each member, as- well- as 
representative, should immediately put forth his very 
best efforts. The liabilities are heavy, but the resources 
are large and-there-is-no question about-the stability of- 
the concern. 

Sincerely, 



QUESTIONS— LESSON No. 26 

1. How is the affix v.ing generally represented? 

2, How many ways are there of representing the affix ings t 

158 






3. How may the affixes hie and hly be expressed when it is 
inconvenient to represent them by bel? 

4. What is the difference between the signs for fullness and 
lessness f 

5. How may ality\ erity, etc. be expressed ? 

6. For and fore, at the end of a word, may be represented how ? 

7. How may the affixes alogy and ology be represented ? 

8. What is used to represent the affix ship ? 

9. State two ways of expressing soever ? 

10. How may selves be represented? $elf? 

11. Name the words to which in may be joined when it is rep- 
resented by an p. hook. ; 

12. May word signs be used as affix signs ? 

13. Give two words illustrating the above. 

14. What is said of lapping? 



159 



Lesson No. 27 



PHRASE WRITING 

270. The pupil is now at a point in the study of 
shorthand where he can safely take up the subject of 
phrasing in a much more extended manner than he has 
previously done. 

Correct phrasing not only increases the speed, but 
makes the notes more legible, and for this reason the 
pupil should pay particular attention to the subject. If 
he follows out the rules for phrasing, and studies the 
subject thoughtfully, he will soon find himself phrasing 
naturally and unconsciously, without apparent effort. 

271. Great care must be taken to join only those 
words which naturally belong together and are spoken 
together ; as, 

give me this day this side do you 
TO J £ k 



WHEN NOT TO PHRASE 

1. ,Do not join words that are not united in a phrase 
or clause. 

2. Do not join words unless the junction would b* 
clear, distinct and easily formed. 

160 



3- Do not join words where there is a pause between 
them. 

4. Do not employ long or cumbersome phrases. 



POSITION OF PHRASES 

272. The first word usually determines the position 
of the phrase ; that is, the first word is written in its 
proper position, and the other words follow without re- 
gard to position ; 

it is not we have seen will be done it is good 

L ^ r\ . j_ 

273. It is frequently advantageous to raise or lower, 
slightly, a first place word in order to bring the second 
word in its own position ; thus, 

in those in these by day I had I do 

^ -^ -i — 1 1— 

274. When as begins a phrase it is sometimes better 
to adapt it to the position of the following word ; thus, 

as if as to as common as if there were 



275. A, an or and, beginning a phrase, takes the 
position of the word following, unless that word is the, 
in which case the a, an or and is written on the line 
and the the follows. 

and in and see and but and the 



161 



OMISSION OF CONSONANTS 

276. P may be omitted when it is immediately pre- 
ceded by m, and followed by the sound of t, k or shon ; 
thus, 

dumped pumped resumption pumpkin 

k.,,, H ..........^...}::.......„_:>^ Vb-o........ 

277. T may be omitted when it follows $ in such 
words as ; 

mostly . ( domestic mistrustful postoffice 

4iis4-_ _l 



278. K may^be. omitted when its sound occurs be- 
tween the sound '".of tig '-and shon, or between the sound 
of ng and sh ; it is also frequently omitted before final 
shon. 

sanction anxious destruction infraction 



'» l -\r ^ 



0> 

279. N may usually be omitted from the syllable trans, 
and from such 'words as atonement, husbandman, 
passenger, etc., where its representation would necessi- 
tate a difficult junction or long outline, and where its 
omission would not endanger legibility. 

atonement husbandman identical passenger messenger 

-k-, — ^^ILlA^ -^ »-3_ 

280. R may be omitted from the syllable scribe in 
prescribe, transcribe, etc. ; also in a few other cases, 
as in manuscript, proportional, etc. 

162 



READING EXERCISE— WESSON No. 27 

> V 4 4- 



.V....Jk- 



ZL. 



X- 







.Vrrs lrrx.._\^-N.../-N... 






Y 



163 



WRITING EXERCISE-LESSON No. 27 



i I-think-the 


46 You-will-be 


2 I-think-you-will 


47 You-will-need 


3 I-think-you-may 


48 You- will-have 


4 I-think-he-saw 


49 Give-me 


5 I-think-he- would-be 


50 Give- them 


6 I-think-they-may 


51 Give- these 


7 They- are- able 


52 Give- those 


8 They-are-to-be 


53 There- is-nothing 


9 There-is-no 


54 There- is-another 


i o There-is- to-be 


55 There-is-no-time 


1 1 They-may-be-able 


56 Would-be 


12 They-saw-the 


57 Would-be-certain 


13 They-made-them 


58 Would-be-glad 


i4They-claim 


59 Would-be-sure 


15 They- will-find 


60 We-are-inclined 


16 They- will-notice 


61 We- are- very-glad 


17 That- they 


62 We- are- sure 


i8That-it 


63 We-think-they-are 


19 That- it- was 


64 We- are- able 


20 That-we-had 


65 Where- those- who 


21 That-he-was 


66 Would-not-say 


22 In- that 


67 Would-not-be-able 


23 For- that 


68 If-they-are-able 


24 I-know-that 


69 For-their-mother 


25 He-knows-that 


70 In-this-place 


26 He-saw- that 


7 1 Touch-their 


27 He-was-not 


72 Make-their 


28 He-was-sick 


73 Shame- their 


29 He- was- told 


74 Break- their 


30 As-soon-as-possible 


75 For-mother 



164 



3i As-good-as 

32 As-if -there- were 

33 As- for- their 

34 As-large-as 

35 As- though 

36 Can-do 

37 Can-take 

38 Can-be 

39 Cannot-do 

40 Cannot-have 

41 As-it-was 

42 As-it- would-be 

43 As-it- would-make 

44 You-may-think 

45 You-may-go 



76 I-am-unable 

77 One- day 

78 One-hundred 

79 One-has-been 

80 On-our-way 

81 On-the-way 

82 On-my-part 

83 Is- as-good 

84 It-is-not-so 

85 In-the-management 

86 In-the-church 

87 In-this-manner 

88 I-thought-we-had 

89 I-thought-you-might 
90 1-thought-he-saw 



1 romped 

2 limped 

3 attempt 

4 Thompson 

5 lastly 



6 postmaster 

7 justly 

8 restless 

9 postpone 
10 conjunction 



11 restriction 

12 instruction 

13 translate 

14 transmit 

15 transplant 



QUESTIONS— LESSON No. 27 

1. What is phrasing? 

2. What word in the phrase usually determines the position ? 

3. What is the object of sometimes raising or lowering a first 
position word in phrasing ? 

4. When as begins a phrase is it always in its own position ? 

5. When a begins a phrase what position does it usually take ? 

6. When may p be omitted ? When may k be omitted ? 

7. Give two words as illustrations where t may be omitted. 

8. From what syllable may n usually be omitted ? 

165 



Lesson No. 28 



OMISSION OF WORDS 

281. The speed of writing may be considerably in- 
creased without endangering the legibility, by the 
omission of certain words as herein set forth. The pupil 
who wishes to do rapid and accurate work will practice 
these principles until he can apply them instantly. Do 
not get the idea that their use will endanger the legibility 
of your notes, for, if properly applied, they will not only 
add to the legibility of but to the easy reading of the notes. 

282. Of or of the, between words, may frequently be 
omitted and indicated by writing the word following 
close to the preceding" word ; occasionally by joining 
them ; thus, 

price of coal days of the week one of the greatest bill of items 
cj b s^s^ ■_. „! :-.- „., 

283. To or ta the may frequently be implied by 
writing the following word just under the line of writing ; 
thus, 

to day to know to blacken to say to the show 

"' r;-;--;---;^-;------^;-:- -):-•:- - -yr 

The above is called the fourth position. 

166 



284. To siiouicLiiot be implied before an up stroke, 
nor before simple k or gay. . 

285. To, preceding have, is sometimes omitted where 
have can be expressed by a v hook ; thus, 

said to have ought to have was to have they are to have 

c... i ) l„... 

286. Have may be omitted in phrase signs when it 
precedes been and done, provided it cannot be more 
conveniently represented by a v hook. 

shall have been shall have done was to have been 

i- -/- — 1 - - 

NOTE. Have been and having" been may be represented by ven. 
This sign is frequently very convenient in phrasing where ben 
cannot be easily joined, as met-ven for might have been f 
ket-ven for could have been, etc. 

287. The may be omitted when preceded by to and 
followed by an up stroke ; also in a few other cases ; as, 

to the lake to the races to the house in the world 

zzl..: jb.... _ z___ il 

288. A or and may sometimes be safely omitted from 
such phrases as, 

for a time over and over rich and poor ever and ever 

289. From and to may be omitted in such phrases as, 
from day to day from season to season from week to week- 

i_j\ *£-_ .._.!r-._.l. 

167 



290. Or may be omitted from such phrases as, 

more or less sooner or later big or little great or small good or bad 

- „.«£ - \=ZL- 

/ 

291. Or may be implied between two numbers, or 
between a word and a number, by writing one under 
the other ; thus, 

3 or 4 24 or 26 a week or two a day or two ten or twelve twelve or more 

--4 -2^__«a 1... ia /-2- 

292. In very familiar work the experienced stenog- 
rapher will omit other, words, but the student should 
confine himself to those here given. Experience will 
teach him how far he can safely go. 



BRIEF W AND Y ENLARGED 

293. When a brief w or y word sign is followed by 
another brief w or y sign both may be represented with 
one stroke by enlarging the first sign according to the 
following table : 

we were or were we what would 

we would were what what we, or what were 

£__ _c __?_ 

294. Writing an enlarged brief w sign in the direction 
of ray denotes an added brief y word sign ; thus, 

with you were you would you 

^..... ju. n. 

168 



295- Enlarging a brief y word sign denotes an added 
brief w or y word sign ; thus, 

ye were you would you were beyond you 

__" nl_._ __u .? 

Names. We/z and wuh enlarged in their natural direction are 
called respectively, weh-weh and wuh- wuh. When written on 
the slant of ray they may be called weh-yuh and wuh-yuh. 

Yeh and yuh enlarged may be called yeh-yeh and yuh-yuh. 

296. The enlarged brief w and y signs are very im- 
portant as they increase the speed materially, and are 
easy to handle when once mastered.' The pupil should 
write line after line till he can make them easily, readily 
and well. The tendency is to make them too large. 
The brief w and y signs should be made very small, and 
the enlarged signs only just enough larger to make them 
easily distinguishable. 



169 



READING EXERCISE— LESSON No. 28 



h\: _CZ i^\ ^^ <u- <^.,*^J^[ 

'3L q_^. W_«J2 .!f.v^ 



»V_9- 






.w 



.-^°-,-V 






I, 



2,. A. 



<?-«£ 



"S" 



(( c .J...X._/.°.... n .. : ^.„.u...^Z^ N _.. c r..^.^.b 



J2, ' / •-! 

£ ^„X/l_V D 

i_..A/j 



a 



I 



x 1-4 



C C > 



14 _.. 



C /C_ 



n 



C 



ju. 



,-i 



D 



170 



WRITING EXERCISE— LESSON No. 28 



i bill (of) sale 

2 bill (of) notions 

3 list (of) premiums 

4 day (of) sale 

5 price (of) coal 

6 price (of the) books 

7 days (of the) week 

8 members (of the) company 

9 many (of the) passengers 
io width (of the) passage 

ii force (of the) blow 

12 one (of the) members 

13 sanction (of the) president 

14 I-wish (to) take 

15 anxious (to) make 

16 (to) those- who-may 

17 (to the) pressure 

18 (to the) driver 

19 (to the) mill 

20 we ought (to) have 

21 they are said (to) have 

22 she sought (to) have 

23 he may (have) done 



24 he-ought (to) have done 

25 he should-have-done 

26 over (and) above 

27 after (a) time 

28 time (and) again 

29 to (the) road 

30 to (the) leader 

31 to (the) river 

32 to (the) shoulder 

33 (from) hour (to) hour 

34 (from) time (to) time 

35 (from) sea (to) sea 

36 (from) city (to) city 

37 (from) tree (to) tree 

38 more (or) less 

39 great (or) small 

40 big (or) little 

41 ten (or) twelve 

42 eight (or) nine 

43 six (or) eight 

44 five (to) nine 

45 four (to) seven 

46 three (to) five 



QUESTIONS-LESSON No. 28 

How may of be implied when occurring between words ? 
How may to be implied ? When can to not be implied ? 
When may have be omitted ? 

Give an example where a, or and may be omitted. 
When may the be omitted ? 
How may or be implied between two numbers ? 
171- 



Lesson No. 29 



REPORTING EXPEDIENTS 

297. The speed of writing may be further increased 
by employing the following expedients. If thoroughly 
memorized and practiced they will also tend to greater 
legibility as well as to increased speed. The pupil should 
study the list till he has fully mastered it and then he 
should apply the principles in all of his writing. 

298. AH or will may be added by an / hook to any 
sign taking that hook ; thus, 

by all they will to all and all in all their 

\ 



jf_ 



(a) All or will may also be added to the simple r 
hook signs by enlarging the hook ; thus, 

there will, or they are all which are all from all 

„ 1__ _JL £i__ 

299. Are or our may be added by an r hook to any 
sign taking that hook ; thus, 

by our which are at our but are 

^ 1 .1 .1 



-1- 



172 



(a) Are or our may also be added to the simple 
/ hook signs by enlarging the hook ; thus, 

for all are, or our at all our by all our 

._ _£._ p__ _JL 



300. Have or of may be added by a v hook to signs 
taking that hook ; also to the brief w word signs ; thus, 

all of were to have what of 

which have all have they have were of what have 

L v i --L- 



301. Had, what or would may sometimes be added to 
full length signs by halving them ; thus, 

which would 
it had or would in what had had which had 



I 



Perpendicular and inclined strokes, when shortened to add had y 
what or would y are written in the third position. 

302. How may be represented by a light tick just 
below the line, written either upward or downward in 
the direction of ray or chay. Use whichever will give 
the better junction with the following word. 

how how many how much how soon 

y -^^^ -j -p^; 

303. In and in the may sometimes be represented to 
advantage by an in hook ; thus, 

in some place in the simplest in the smallest in the surroundings 

- ±5. !^. r£ ._.^_ _ 

173 



304. Ing thr may be expressed by a heavy dash at 
the end of the preceding part of the word ; thus, 

facing their eating their raising their placing their 

.-.-X -1 £ ----- --% ----- 

No confusion will result between ing thr and ingly as the con- 
text will indicate which is intended. 

305. It may frequently be added to full length signs 
by halving them ; thus, 

if it for it until it wish it 

^ r 

(a) To the signs thus formed the small circle may be 
added to represent is, as or has ; thus, 

if it is if it has for it is for it has until it is 



.ko. 



306. Is, as, has or his may be joined to a preceding or 
following word, beginning or ending with a circle, by en- 
larging the circle ; thus, 

as soon has seen as certain pays his 

su__ 5±_„ _oc^: ;_J& 

307. Not may be added by an n hook to the dash 
vowel and half length signs. 

Not may also be added to full length signs by halving 
them and attaching the n hook. 

or not ought not if not be not have not 

„ J .'. .^-.. i __i, 

308. Own may be added by an n hook to a full length 
or lengthened curve stroke. 

174 



(a) Own may also be added by an n hook to any 
stroke to which our or their has been added ; thus, 
our own my own in their own at our own by their own 

^ ^° \ 

309. One may often be added to advantage by an n 
hook to full length or lengthened strokes ; thus, 

any one at one another one each one 

- -• i — -^ ^- , 

310. Than may be added to comparatives by an n 
hook; thus, 

greater than sooner than more than better than 

__•_«,£ ^ v^_:..„ 

311. In practice, no confusion will result from rep- 
resenting not, own, one and than by the same hook, as 
the context and the nature of the word will make dis- 
tinction easy. 

312. Thr tick. There, their, they are or other 
may often be expressed to advantage by a heavy tick 
joined to the preceding word ; thus, 

since thr face thr upon thr gave thr 

- h* v X- - - 

313. Us may sometimes be conveniently represented 
by a small circle joined. If the word ends in a circle, 
the circle may be enlarged ; thus, 

give us before us gives us upon us 

_lf __\, r£ 1 

175 



314- We, you and were. The signs for these words 
are sometimes reversed in order to secure a phrase ; thus, 
shall we come there were since you you have 

<L ] 5^ _\ 

315. Past Tense. Many phonographers frequently 
write the present tense for the past, depending upon the 
context to denote which was intended ; as, demand for 
demanded, regard for regarded, etc. 

{a) The extent to which this principle may be carried 
with safety will depend upon the writer ; each one must 
be governed by his ability to translate his notes ; all can 
safely use it in familiar matter. 

316. Numbers* The following method will greatly 
facilitate the rapid expression of figures : 

20 30 40 50 60 70 80 90 



(a) In expressing round numbers, write ned 2 for 

hundred, ith 3 for thousand, and mel 1 for million ; 

thus, 

300 6000 7,000,000 300,000 40,000 

(&) In writing dollars and cents, omit both dollar 
sign and decimal point, but write the cents in small 
figures at the right of the dollars and above the line ; 
thus, 

467 29 — four hundred sixty-seven dollars, twenty-nine cents. 

(c) Solid figures, as three thousand four hundred 

seventy seven, are best expressed in the ordinary way ; 

thus, 3477. 

176 



READING EXERCISE— LESSON No. 29 



l..L ......£^......±...±.^..-..2.^.2 iL.p. 






^ 






12*. 






..L....p.. 






9- 



1 



i--<^v/-2- 



..V 



\ ) 



tr 



•<r- ( 



1 



.G__..^T^- 



C 



W; T -f-% 



G 
_<5^\ 



.^/.C.... v .. 



,^A..l f _X 



^-^-C. 



..^....^.. 



u. 



L, 



/0 U. .6^...^... J„.Jkx- 



..^.Z...^ 






..dT^_ 



M LN_^ n_2> 






I (\> \ . I 






«^.... # .. x y(...r....^ / /.2..-U_.J/__v.^.. 



^ 



177 



r2_L 



A 



SL^_._c-^? d2... ^/Lx 



WRITING EXERCISE— LESSON No. 29 



i at all 

2 which will 

3 in all 

4 for all 

5 each will 

6 and all or will 

7 and of 

8 each of 

9 out of 
io at all of 

1 1 all of 

12 on all 

13 to all 

14 but all of 

1 5 at our 

16 by our 

17 which are 

18 they are all 

19 in all their 

20 which are all 

21 from all 

22 over all 

23 at all our 

24 if all are 

25 at all our own 

26 by all our 

27 which have 

28 should have 

29 they have 

30 each have 



51 have it 

52 if it has 

53 in its 

54 leaves his 

55 knows his 

56 did not know 

57 have not 

58 may not 

59 if not received 

60 was not known 

61 my own 

62 your own case 

63 our own bills 

64 saw their own 

65 for their own 

66 in one 

67 some other one 

68 any one . 

69 another one 

70 neither one 

7 1 smaller than 

72 finer than 

73 better than 

74 since they are 

75 down their 

76 would their 

77 were there or their 

78 seeks their 

79 before their 

80 for us 



178 



3 1 would have 

32 were to have 

33 we were to have 

34 it would 

35 they had 

36 had had 

37 which would 

38 it had 

39 how mean 

40 how nice 

41 how hard 

42 in some manner 

43 in the same house 

44 in the same vessel 

45 driving their 

46 choosing their 

47 leasing their 

48 in it 

49 may it 

50 for it 



81 he knows us 

82 they went before us 

83 they were at home 

84 shall we go 

85 you know 

86 you think 

87 before you 

88 you have seen 

89 sixty or seventy 

90 forty or fifty 

91 twenty or thirty 

92 eighty or ninety 

93 sixty to seventy 

94 thirty to forty 

95 300 

96 3000 

97 4,000,000 

98 60,000 

99 200,000 

100 thirty dollars, sixty cents 



QUESTIONS— LESSON No. 29 

1. To what may all and will be added by an 1 hook ? 

2. How may all and will be added to the signs for they are, 
which are, from, etc. ? 

3. To what may are and our be added by an r hook ? 

4. How may are or our be added to the signs for for all, at all, 
by all, etc. ? 

5. How may have or of be added to the brief w signs ? 

6. To what other signs (besides brief w) may have or of he 

added by a y hook ? 

179 



7. When perpendicular or inclined strokes are shortened to 
add had, what or would, in what position are they written ? 

8. What is used to express how and where is it written ? 

9. How may in or in the be sometimes represented ? 
10. What is used to represent ing thr t 

n. How may it frequently be added to full length strokes ? 

12. How may not be added to the dash-vowel and half length 
signs ? 

13. To what may own be added by an n hook ? 

14. Explain how one may be briefly expressed. 

15. To what may than be added by an n hook ? 

16. How may thr be briefly expressed other than by lengthen- 
ing? 

17. How may us sometimes be briefly expressed? 

18. What is said about the signs for we, you and were being 
reversed ? 

19. How may or be implied between figures ? 

20. How may to be expressed between figures ? 

21. In writing dollars and cents, how should the cents be ex- 
pressed ? 

22. Is it necessary to use the decimal point in expressing cents ? 



180 



ADVANCED WORD SIGNS 

The following list of brief word signs should be thor- 
oughly memorized. The student who has mastered the 
principles as he has gone along will have comparatively 
little difficulty in committing these forms to memory. 
They should be gone over again and again, until they 
can be written at the rate of at least one hundred a 
minute, and read quite as rapidly. Perfect familiarity 
with them will insure greater speed with considerably 
less effort than would otherwise be required. 

The words have been very carefully selected, and are 
such as will occur in almost any kind of amanuensis or 
reporting work. The outlines of many of the words, if 
written in full, would be exceedingly cumbersome and 
inconvenient ; in other cases confliction with other words 
would result, and the accuracy of the notes would be 
impaired. 



181 



ADVANCED WORD SIGNS 



__y . able to have 

.^ absurd-ity 

._$ accept-ed-ation 

„p_ acceptable 

— --=s**-_ acquaintance 

. Jt accident 

addition 



It- 
A... 



b- 



.adjournment 
... adjustment 
administrator 

_tl_L admit-ted-tance 

-L_ advancement 

I , adventure 

J advertise-ed-ment 

agent 

...all of, all have 

long, along 

amount-ed 

and all, and will 
and of, and have 
angel 






_ZL 



O' 



A— ■ 
-V— 

-v • 

-% — :. 



annual 

another one 

..any one 

....any other one 

annihilate 

anybody 

.anticipate-d-ion 

appear 

appearance 

• apply 

, appliance 

, application 

applicant 



182 



_cv apprehend-ed 

^/_ (in phrasing) are 

____ arnve-al 

„__^_ artificial 

__[_ as it ought 

__qno as great as 

..as long 

..A.... and so forth (etcetera) 



— /e — as the 

— ). — as it, has it 

_ ._ lrr^__ assemble-d-y 

assignment 

—J~~ assist-ed-ance 

— -y— - assistant 

. _ .y. - — associate 

— J- at first 

... -j at hand 

„_4 at length 

— ~1 at our 

-1--1 — at our own 

I at it, it had 

I attain 

L_„ attainment 

... _L at the same time 

_.| at sometime 

o 
authority-ative 

_..-T\__ averse 

....^ aversion 

_.v average 



avoid-ed-ance, of it 

awful-ness 

B 

..Vm^. barometer-ical 

„\ ; ^^__ bank-able 

__\-_„_ bankrupt-cy 

\~_ _ beauty-ful 

— . V> before it 

„_.T?_. begin-ning 

...tto... begun 

began 

behind 

behindhand 

-JS behold 

.— V... belief 

— > — belong 

— - \ - believe 

.... V beneficence-nt 

_._.^ be not 

...v^... betake 

!\ bold-ness 



183 



— V — bounty-ful 

— ^ — brethren 

— ^- brilliant 

— \ brother 

_.5Ny — Brooklyn 

build-ing 

■l-JL- built 

...V..^., Buffalo 

— 5S|_ — burdensome 

.3 but are not 

-~ N - by it 

by our 

c 

California 

call off, call forth 

1— Catholic-ism 

...,s/. — certain-ty 

_j*4^___~ certificate 

_„_A_ cessation 

Z chair 

/ chapter 



..„/ — change-d 

— -/ charge-d 

— -7 charity 

= character 

c «=»-- characteristic 

cheer 

/ 

cheerf ul-ly 

m child-hood 

— r- — children 

..christian-ity 

— -P- — circumstance-tial 

f ... 

— - — city-citizen 

L .... 

____?..__ ...civilization 

q — .... co-executor 

„„Zl>- collateral 

combine-d-ation 

S*S~— comfort-ed-able 

„^_J2— commence-ment 

JZ-T-— commonest 

<r-N__ commercial 

company 



184 



complete 

completion 

\ 

. — r_„. compliance 

— __ — comply-ied 

— ^ comprehend-ed 

_..->—- comprehension-ive 

__3„_ concern 

conclude 

_ concluded 

conclusion 

conclusive-ness 

___U ■ condition-al 

_ g— o congress 

..<-y\ — conscientious-ly 

_!rTTL.. consequence 

„^Z.__ consequent 

«_ J consider-able-ness 

considerate-ness 

p 

: consist 

p 

____°. consistence 

p 
„. u _ constituent 



P 
constitute-ed 

P 
„_.U„__ constitution-al 

— -I— - construct-ed 

„__U— construction 

_._.U-_ in (in the) construction 

consume 

_<£^x__ consumption 

contain 

— I contract-ed 

— U-_ contraction 

._ in contradict-ed-ory 

. , contradiction 

I 
contrive-ance 

— I — control-led 

_-..\- controversy 

converse-ant 

. convert-ed 

„„7T__. correct-ed-ness 

*", correction 

J^T? • corrects 

) counsel for the defense 



185 



1.__ .counsel for the def'd't 

— _^>._ .counsel for the pl'nt'f 

countenance-ed 

, country 

countryman 

__iz^__ countrymen 

— ro.l— county 

___c^_ — court 

_ct30>„... cross-examine-ation 

cure 

cures-curious 

D 

/.. ...... danger 

, 6. dangers-ous 

„„1„_ dark 

_1 ,..darken-ed 

__ 1 Dear Sir 

._L>rrr^- Dear Madam 

Jt^ December 

...J defeat 

„_J defendant 



-W-— defense-ive ' 

■-«— defer 

^ — deficient-cy 

— V-- deform-ed-ity 

defraud-ed 

• degeneration 

— degree 

r 

delight-ed 

P 
delinquent-cy 

P 
--- delinquents 

—I deliver-ed-y 

-J- deliverance 

„kr^„ democrat-ic-cy 

j!L denominate-d-ion 

-I depravity 

— _— . derived- derivative 

1 
„_„„„ derive- derivation 

„.L„. determine 

„.L determination 

(a „ develop-ment 

° describe-d 



186 



description 

1 — , . . . direct-ed 

— U__ direction 

._ — d_ — directness 

„„Ji — discharge 

„J. ... dissatisfy-ied-action 

„_cL_ — dy speptic-sia 

— b — distinct 

„_X-___ distinctive 

k^l_ distinguish-ed 

4 ...District of Columbia 

--~ divine 

doctor 

doctrine 

dollar 

..__J down thr 

J downfall 

I downcast 

.1 dread-ed 

— :L^__ drunken 

...w. drunkenness 



— /) during it 

E 

each -will 

each one 

_._^_y. efficient 

— ^r=^__ enlarged 

__^C1_ England 

— — English 

~^=f=- enthusiasm 

___L^_„ essential 

— _Sl_._ evening 

— _5l_. every one 

— v evident-ce 

.exact-ed-ness 

1 exaggerate- d 

Li — exaggeration 

„..<C5>____ examine-d-ation 

example 

— S. — ".except-ed 

— _\l_- , exception 

n executor 



i8 7 



—TZ-— exchange-d 

„e^p._. exclusive-ness 

o exhibit 

exhibition 

—a.— expect-ed-ation 

~-Su — expend-iture 

— --}> — expended 

— -*> — expense-ive-ness 

- — -o— experience 

„__\._ in (in the) experience 

„__\— explain-atory-ation 

^— explained 

„_„___ explicit-ness 

„_A_— explore-d-ation 

.„__:?— express-ed-i ve 

—.__._. exquisite 

_„.L.._ extraordinary 

„.S__. c. . . , . extra vagant-ce 

J . . „ extreme 

F 

— k=._ fact 



_.L.„c fail 

_._v~._ _ failure 

-A... fall 

_SL- fallen, fall in 

_±-- false 

family 

_!b fault-y 

__JiN___ favor 

v_~ February 

feature, if it 

Jk- feel 

___^ feel it 

__JL„ felt 

_JL___ fell in 

„W=^l_ financial 

i ._ footstep 

__V^ for instance 

C ,..„ for all 

\_ f° r a ^ are 

_ Jv __ for the plaintiff 

V-.— for the defendant 



188 



_JL ___for all it, or for all had 

J. form-ed 

________ formal-ly 

_____ formation 

„„„_y former-ly 

.„_„___ formless 

_„<-_ f oun d-ed-ation 

______ f ortuiie-ate-ly 

„_3_) fraction 

________ freedom 

__ __ frequency 

__ frequent 

„____\— from all 

„______ ..> fuller 

frank-ness 

Franklin 

<x frantic 

__\\).__ •■ from one 

___V__..„ from it 

„!___•_-_ f urnish-ed-ture 

.__\_ .. future-ity 



G 

... mj give it 

- — s— gave it 

-~ c « glory, glorify 

— <=—£>■ — glorious 

^ — govern-ment 

>— c governor 

___.<7_ — grandchild 

-~- *^| --■ , gran ddaughter 

„_<rf__<r_ grandson 

__£>,___ Great Britain 

•— -— - guilt-y 

H 

___r£A_rr habeas corpus 

I had had, or had it 

_\— .'■ ■ happy 

-\— - - happiness 

,„._^_p__. ;. has known 

,__J_o___ have-ing been 

henceforth 

heretofore 



189 



history -ical 

_.__ s holy 

/__ holier 

___/ holiest 

^ — _•_ horticulture-al 

p/\ House of 
"C~ Representatives 

_ V hopef ul-ness 

i 

^^/__ I am in receipt of 

your letter 

r 

L idle-ness 


____„T— if all are, or our 

identical 

____Nj. if the court please 

ignorance 

_. Jl?„-. ignorant 

J~ — illegible-ity 

--/-— imagine-ary-ation 

_._ • imaginative 

.__ imagined 

___„ immoral-ity 

... imiixortal-ity 



so 
...„. immortalize 

-S^> impatience 

___^> impatient 

improper-ly-riety 

„S^_. in all 

.„:s=\-„ •. . . . .indefatigable 

_„s^-/_ indenture 

^ ._ : . .independent 

_„Z5^ indescribable 

„^ZZ— • indignant 

_.^i- individual 

__2nr\. inhabit-ed-ant 

inquire 

_.^T^7"_ insignificant 

instant 

...jJC— integrity 

___^7!___ intellectual 

JJ. in ( or in the) 

consideration 

Y 
_ inconsiderate-ness 

information 

_ inf orm-ed-ant 



190 



in it 

in one, any one 

in our 

m relation 

y_.._. , in reply to your letter 

— _*v~-.in reply to your favor 

inscribe-d 

d-=> ... 
inscription 

, insecure 

.„__ in so far as 

-^zSo.. in the first place 

\d _ in (in the) second place 

interior 

..^S .„. interpret-ed-ation 

.____^_ intestate 

.____</_ intolerable 

„£n^l.. in vite-ation 

/_ irreligious 

_!rf^___ i s known, or none 

. L_ is said 

_._L-,^- .....* is said to have 



— L is there 

.... is it 

_ -J ..oo issue 

.....J.... . issued 

__c/L-__- is just at hand 

. | it had or it would 

_.j_„ ....it had or would not 

itr. it is good 

fee.— it is great 

„_„1 it is plain 

__Lr^_._ it may have been 

.:_Jt^— it is questionable 

_l itself 

J 

__JL^. January 

___ ?_ . . . . . Jehovah 

_/__ Jesus 

_ l_^ _ Jesus Christ 

(^j> __ Jesus of Nazareth 

„_— L__ joint stock 

w ^„- fttftTtf judicial 



191 



..rrtd — judiciary 

. — _ — judicious-ly-ness 

— /— - jury 

— -°C— jurisdiction 

— _0___. , ,, .just as 

— A j ustice 

„__ d. — j ustif y-iable 

— </— just at hand 

—*£_. - j ust received 

L 

, — L-JL — ladies and gentlemen 

— / — lar ge 

.?. larger 

--/--- largest 

—L learn-ed 

._./„ learned counsel 

__/y^L_ learned judge 

<l/_ ___ legislate-d-i ve 

-JLJ— legible-ity 

(L— illegible-ity 

length 



----- lengthy 

lengthen 

lengthened 

— light 

— — — lon g 

longer 

M 

— r^_„_ machine 

-fL— machinist 

„ — £1- machinery 

— ^r^>„. may have been 

may it please 

your honor 

..may it please the Court 

_^rr> — magnet-ic-ism 

, _— majonty 

JL^ITV. manufacture-r-ory 

.„_0_„. .. Massachusetts 

_^r> mechanic-al-ism 

J — Mediterranean 

1 memoranda-um 

^ mental-ity 



192 



.~^X_ mention 

___^x.__ mentioned 

.jc^v, — mercy- iful 

j^z^/jL. merchandise 

/-.- messenger 

.~ _\~ metropolitan 

^o metropolis 

_\. microscope-ic-al 

mighty 

million-th 

misfortune 

mistake 

-CI>«- .ee moral-ity 

„... movement 

-■O- — mortal-ity 

mortgage 

— 1Z„ mortgagee 

My dear Sir 

N 

--: ^* — next 

„v-j?_ next time 



___^j>___ next day 

_.^^T__ neglect 

j^-J).^ New Jersey 

_. _^___ New York 

~-W_„ t New York City 

~^y — New York State 

-__^V__ nobody 

— North Carolina 

__„ZT\^.. November 

— no one 

no other 

no other one 

o 

, — _S0 — , obligation 

__> .. obligatory 

crn__ ... occur 

cr-„ occurred 

— crr©._. occurrence 

, ~ of it 

_V*_ of thr 

. — _ often-times 



*93 



J-^L , ofttimes 

A— omnipotent-ce 

„ • on either hand 

D on the other hand 

on(oron the)onehand 

_5^_^1 .one other, or another 

_£-<£_ only 

V^,.. opposition 

__?\a oppression 

_J__ order 

, ordinary 

organ 

organize 

, organization 

„, over it 

oeo overtake 

p 

\ preliminary 

„„\ parallel 

__£\_ parliament-ary 

_..\^ party, paten t-ed 



V .party of the first part 

v party of the 

"""V^""" second part 

~S> partake 

— V__. passenger 

— _k— people 

_____ perfect 

_________ perfected 

__r perfection 

„S___v_. Pennsylvania 

_J____y_.- perform-ed-ance 

permanent-ly-ce 

„ perpendicular-ity 

_„_\o„_. person 

_. ( ..... philanthropy-ic-ist 

___>s^__n- phenomena-on-al 

_A. Philadelphia 

_._______.. photography-ic-er 

A.... ..... popular-ity 

\.y~ power 

\?___ powerful 

SV_ practice 



194 



— -3o— _ present 

^ prejudice-d 

_f\^ - ..prepare-d-atory-ation 

„.^-__. Presbyterian 

_„ _S\„„. pretty 

_JU_._ prima- facie 

«~_^ professor 

* profit-ed 

— -% proof -prove 

promment-ce 

_\.„ property 

.— ( V.-_ proportion 

..5\_D„ protection 

production 

_^„. punish-ed-ment 

V__ purpose 

R 

real-ity 

___™_ realize 

_Zl recollect-ed-ion 

recover-ed 



reform-ed-atory 

religion 

religious 

^~-~ relinquish-ed-ment 

remonstrate-d 

republican 

repute-d-ation 

respect-ed-ing-f ul 

retake 

revenge-d 

— ~ — reveal-ed 

— C — revelation 

^2. revolution 

-.:v^_ rhetoric-al 

-„(yS-. rule-d 

J^ __. .Roman Catholic 

s 

— L said to have 

{7— salvation 

...%SL=m. San Francisco 

f. satisfy-ied 



195 



„_.P.__. satisfaction 

_fH)_. scripture-al 

...ocrf.... Secretary of State 

„<j-o/_ Secretary of War 

„_^T__„ scientific 

„(l, /.. scoundrel-ism 

A^r^ September 

_ „°^_ serious 

.___£„__ setoff 

. u set forth 

_ ^_. shall it 

_„_/__ she had, she would 

„._ Q T~___. signify-ied 

„_*!!7___. significant-ce-cy 

signification 

__fZ?„„ similarity 

__<n^r_- simultaneous-ly 

..._^T^._. single-d 

_^7:_ singular-ity 

y._. situation 

" skillful 



)_ so far as 

.__<r> — . sometime 

__A south-east 

_JElL_. south-eastern 

„_.C southern 

___!^?_ south-western 

_ ^ __ south-west 

_„J^.-— south-wester 

_____}_ speak, superior-ity 

.1^1 ............ speaker 

SL 1 special-ty 

_\_ __ spiritual-ity 

_V^_ spiritualism 

j£ZI_ spiritualistic 

_„\j>— ..".. spontaneous 

„_ P standard 

J- • • 

____iir7___ statistic 

__\>_ stepping-stone 

_„j^-*/ stenography-er-ic 

X stranger 

strength 



196 



.3 „stupendous=ness 

— _\ — stupid-ity 

_: sublime-ity 

___^ subordinate-d ation 

...So. ,.- substantial 

.—.Sp ... substantiate-d-ation 

%o substitute-d 

JL-A- .sufficient-cy-ly 

— <£___ . ...... .suggest-ed-ion 

._„9\„„ e „... superintend-ed-ent 

: — supenor-ity 

~\_ supreme-acy 

[__ ....... swindle-d-r 

T 

| ...take it 

__J ...taken 

___i_^_ tendency 

__.Uo_ telegraph-ic 

„_<k testament-ary 

„„L . ! testify 

/ that thr 



L thanksgiving 

__Jp. thenceforth 

there ought 

_S ) _ there ought to 
" '/ " have been 

_.A the other 

1 there will 

f) ....there would or had 

L they are all 

( they had or would 

__/_„_ ......they had not 

L thousand-th 

_~\„„_ to have been 

I tolerate-d-ation 

__J tolerance 

\j !___ transient 

L twelve-fth 

1 a8ae .. tragedy 

___d2iz"_- .....,=.,.. .trans- Atlantic 

„___.L,__. transcend-ed 

_ I transfer-red 

Jn transf orm-ed 



J 97 



u 

— w. — under 

United States 

— X. — universe-al 

... 3=^... universalism 

— -A— university 

unless 

..-^r^Y uniform 

_^— unimagined 

v 

— _S^_ vegetate-d-ion 

— S-,-.. v egetable-rian 

^__S^„ vengeance 

__Vc^._. • vi ce-versa 

V Virginia 

^ virtue 

«_4\ virtuous 

_ 3C. . virtuously 

^° visible 

w 

warrant-ed-able 



~ — (I — was to have 

— J— was thr 

we are in receipt 
of your valued favor 

we are to nave 

.,, we know 

we have known 

— L , welcome 

, we made 

, m .we may be 

we may have been 

, we may , with me or my 

we may not, we meant 

we mention 

^jUL were it 

£>,„_ were made 

CS were meant 

-.-«„_ were mentioned 

Sr^i_.'« were no 

_^~7\o what is your 

occupation 

...where do you reside 



— C. — which are to have 

: which will not 

___ r A^^ which would have 

while it 

J 
wish it 

„_£^s__ with him 

women 

„„«sr^„._ woman 

- e/ work-ed 

</!.„. -.workman-men 



j£. 



.. year-s 
..yes sir 



^™* your valued favor 

~vL your letter at hand 

_.x_^rz?_ ..your communication 
_.£T___ ...your esteemed favor 



199 



EXERCISE ON WORD SIGNS 

The following letter, composed of word signs, should 
be written over several hundred times, great care being 
exercised to use the proper sign and to put it in its proper 
position. It is suggested that not more than one-third 
of this exercise be taken at a time, after which the whole 
may be written together. 

Words connected by hyphen are represented by one 
sign. Imply of, of the, to and to the, wherever they 
can be implied. 

My-dear-Sir : 

I-am-in-receipt-of-your-letter of the 12th of Septem- 
ber, which, you may-be sure, was very welcome. 

I shall be delighted to accept your invitation to become a mem- 
ber of the special party you expect to superintend through this 
little world of stenographic forms. When Professor Hope, of the 
University of Virginia, first suggested that I ought to inquire some- 
what more fully in-relation to this important subject, I dreaded 
the expenditure of mental application which I believed would be 
essential to learn them. Your communication, however, combined 
with his description of the comprehensive and intelligent manner 
in which you present the characters, to-the delight of every-one 
concerned, together with the advantage to-be derived from a per- 
fect knowledge of phonography as set-forth, have influenced several 
prominent ladies-and-gentleruen, formerly of Brooklyn, but now 
of Philadelphia, Pennsylvania, to begin with-me ; and we- will all 
come at-the-same-time. 

Already there is much interest exhibited, and each-one, without 
exception, is-said-to-have determined to attain that standard of 
perfection which has been put before us for example. 

I heard through the governor's granddaughter that Mrs. Pleasure 
has accepted, and that the Messrs. Long, who have never yet been 
found averse to any movement where intellectual improvement 

200 



was in-order, are impatient to set-off immediately. They-are par- 
ticularly interested now in contractions, and the correct application 
of principles. Your explanations have revealed to them their de- 
ficiency in several respects. 

Dr. Christian and Mr. Lord, with a number of Presbyterian and 
Roman-Catholic brethren from New- York-State, are at present 
assembled at the metropolis for the purpose of directing an investi- 
gation of the large amount of drunkenness and consequent de- 
pravity in New- York-City. These distinguished men are of dif- 
ferent religious beliefs, but-are-not at-all prejudiced in opinion. 
Upon the transfer of -their memoranda and the completion of the 
preliminary examination of certain evidence given before the 
justice, they expect to take the Southwestern Express and over- 
take us at San-Francisco, California. 

The popular and efficient stenographer of the County Court here, 
whom you will remember as the brother of the Assistant Secretary- 
of-War, called during the evening to signify his satisfaction at the 
organization of the company and referred with particular interest 
to his having-been under your direction a number of years before. 
He told us it was absurd to think any-one could do good work 
without careful preparation and indefatigable practice, as they-are 
indispensable. 

His associate, who has become equally skillful after long expe- 
rience in the United-States House-of-Representatives, where the 
work is often difficult in the extreme, was astonished that any 
person should be satisfied with ordinary attainment or fail to im- 
prove every opportunity for advancement. No-one having imper- 
fect transcripts should ever hope to become anything above the 
ordinary. 

I hope to hear from you again in the near future with further 
information. 



TO THE STUDENT 

You have now been over all the principles and it is 
presumed you have a good knowledge of them. Much 
work, however, remains to be done before you will have 
sufficient speed to do practical work. Let your motto 
be practice, practice, study, study. 

Remember that accuracy must go hand in hand with 
speed. Speed without accuracy is valueless. 

In all your writing hereafter use only such vowels as 
are necessary to enable you to read your notes readily. 
Be very careful to write each word in its proper position. 
Make use of all the " Reporting Expedients." Do not 
use a long outline where a short one would do as well. 
Many things, apparently small in themselves, constitute a 
considerable factor when getting up speed. 

The following pages are given as samples for your 
guidance. It would be well to study part of a page till 
it can be read without hesitation, then write it over at 
least twenty-five times — one hundred would be much bet- 
ter. Cultivate an even, steady movement, and make 
each character well. Use good paper and keep your 
pencils sharp. 

When you have finished the first part of a page, take 
another part, and so on. A great deal more benefit will 
be derived from writing a certain amount of matter 
twenty-five times than from writing twenty-five times 
the same amount of matter only once. 



PRACTICE LETTERS 



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204 



PRACTICE LETTERS 



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NEW MONEY FOR OLD 



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GOOD MONEY FOR OLD— Continued 



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GOOD MONEY FOR OLD— Continued 

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214 



ADDRESS OF CHAUNCEY M. DEPEW TO THE 
YAEE LAW STUDENTS 




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PRACTICE LETTER 



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216 



TRANSLATION OF SHORTHAND NOTES 

( Page 203 ) 

Gentlemen : 

We have decided to accept your offer of this morn- 
ing for one thousand bushels No. 1 Red Wheat at $1.04 per bushel, 
delivered at our Lake Street mill not later than January 19th. 
Terms to be one-half on delivery, and the balance in thirty days. 

Yours truly, 



Dear Sir : 

Replying to yours of the 6th inst., we note your re- 
marks in regard to instructions received from Mr. Anderson to send 
our shipments via Anchor Line as soon as they commence running 
their boats. You state that the first boat leaves Duluth on the 14th 
inst. , and that you could probably ship the last two cars for which 
you now have orders that way. 

As we had an unusually large lead business during the month of 
March our stock here is quite low, and it certainly would not do 
to hold any of our orders for lake shipments ; and you may, there- 
fore, continue to ship by rail as fast as you can, until such time as 
the Anchor Line boats are running regularly. As soon as they do 
this, so that you can depend on their dates of sailing, then you may 
commence making shipments via that line. 
Truly yours, 



Dear Sir : 

A long time ago we sent you for collection the account 
of our client, The James E. Bennett Company, versus Nelson & 
Wells, amounting to $8.40. It is not a large matter, but one which 
is entitled to some consideration, nevertheless. 

We enclose postage with this, and request that you give us by 
return mail the details of the debtor's financial condition and the 
prospect of making a settlement of the account. You have no 
right to accept this account for collection unless you intend to give 
us the same attention which you would give to any of your local 
clients ; and unless we are favored with an answer by return mail, 
shall acquaint our surety company and the Attorneys' National 
Clearing House with your methods of doing business. 

Respectfully, 
217 



Dear Sir : 

In checking over the invoice of books which you sent 
on the 29th ult., I find that you have omitted "The Prince of 
India " and " Monte- Cristo." The set of Thackeray's, which was 
to be in morocco binding, you have sent in cloth binding. 

"The Prince of India" I ordered for a customer who leaves 
town tomorrow for several weeks ; and as I had positively assured 
him that the book would be here tonight, I have lost the confidence 
of a good customer, and, perhaps, his patronage as well. This is 
the third time within five weeks you have made errors or omissions 
in filling my orders, and you must do better in the future if my 
trade is of any object to you. 

The set of Thackeray's is returned to you by American Express 
today, and you will oblige by sending through same company the 
books which you omitted, and the morocco set of Thackeray's in 
place of the cloth binding. You should pay expressage both 
ways. Respectfully, 



Dear Sir : 

We are in receipt of your favor of the 31st ult., also 
telegram and letter of the 1st inst. As per your instructions, we 
will cancel your order for one special and one gentleman's bicycle. 
We are very sorry to learn that you should be influenced by any 
rumors that our '98 machines were not giving entire satisfaction. 
We do not wish to sell you any wheels unless you have perfect 
confidence in them, so return your check for $12.00, which you 
sent as advance charges. We wish to say, however, that the report 
which you heard is not true, as you will certainly find out. You 
may be sure it was started by some person who had an object in 
trying to injure the reputation of our wheels, but we defy any one 
to prove that our machines are not thoroughly high-grade in every 
respect. We have decided that the best thing for us to do under 
the circumstances is to open a branch store in your place the com- 
ing summer, where we can demonstrate to the people the many 
new and excellent features of our wheels and convince them of 
their superior wearing qualities. 

Respectfully, 

218 



Dear Sir : 

We have just received notice from our factory that there 
is likely to be a considerable advance on all rubber goods after 
October ist. We have expected this for sometime, as there is an 
enormous increase in the demand for rubber which is exceeding 
the supply. It is not our object to use this as an argument to 
solicit your orders but as you are an old customer, we offer it sim- 
ply as a suggestion, believing you will think it to your interest to 
order what you possibly can and have shipment made before the 
rise. It would be impossible for us to accept of any long term 
contracts at present prices but we can take care of any orders for 
immediate delivery. 

Yours truly, 



Dear Sir : 

Your attention has been called repeatedly to the mat- 
ter of making repairs to cars and overlooking defect cards at- 
tached thereto, authorizing bill for this work. It is a daily occur- 
rence to have these cards come to this office with the information 
that the damage covered by defect card has been repaired and the 
card not removed at the point or shop where the work was done. 
We are persistent in trying to locate where the work is performed 
but invariably are advised by all the shops that they have no record 
of such repairs, although the card is evidence that the damage must 
have been in existence when the car was delivered to us by our 
connections. Whether this is the result of an imperfect record of 
repairs made at the shop I leave you to judge, nevertheless the 
fact remains that the repairs were made at some point on our road 
and there should be a record from which such matters could be 
gleaned. It is not only annoying but burdensome to be compelled 
to trace these repairs and I would specially request that you en- 
deavor to stop this carelessness. 



BENT GLASS 

Bent glass was at one time more commonly used for show case 
fronts than for anything else, but it has come to be employed for 
a variety ot purposes and it is now used far more extensively than 

219 



ever before. Its use in store fronts is becoming more and more 
familiar, very large plates being bent for this purpose. It is now 
used more than ever before in the construction of buildings for 
dwelling purposes, in windows on rounded corners, and in towers. 
It is used in coach fronts ; it is used in the rounded front china 
closets, and in making glass cabinets. Either plain glass or beveled 
glass may be bent to any curve. For one use and another, glass is 
now bent in many forms. The number of molds required for 
current use in a glass-bending establishment is large and the accu- 
mulated molds number thousands. Glass is bent in a kiln. Glass 
melts at 2300 degrees. The heat employed in bending is 1800 
degrees. No pyrometer would stand long in that heat. It might 
last an hour, but it would not last a day, and so the heat of the 
kiln is judged from the color of the flame, and other indications. 
By long experience and observation the expert glass bender is en- 
abled to estimate the heat in this manner with accuracy. The 
smaller pieces of glass are put into the kilns with forks made for 
the purpose, but the great molds used for bending large sheets of 
glass are mounted on cars so that they can be rolled in and out 
of the kilns. The glass is laid upon the top of the mold over the 
cavity and it is bent by its own weight. As it is softened by the 
heat it sinks into the mold and so is bent into form. It may take 
an hour or two to bend the glass. 



NEW MONEY FOR OLD 

There are several experts employed by the government to inspect 
the currency offered for redemption. In fact, every person em- 
ployed in the bureau is, in some degree, an expert, because each one 
of them has to pass on the genuineness of the money presented for 
redemption, and this is a difficult task. Remember that this money 
comes to the treasury, as a rule, only when it is so badly worn that 
it will not pass current. This dirty, torn, greasy, ragged money 
the experts have to handle and decide whether it was issued by the 
government and should be redeemed at its face value, or whether 
it is the work of counterfeiters and should be rejected. It is not 
at all to the discredit of the experts of the bureau that some bogus 
money has got past them and been detected in one of the offices to 



which the pieces of money go for further examination. This does 
not occur often. The peculiar province of one expert is not to de- 
tect bad money — though she is expert at that — but to put together 
torn pieces of money sent in for identification and redemption. 
These pieces of money come from all parts of the country and ar- 
rive under most extraordinary conditions. This is not surprising, 
in view of the fact that they come from experiences with fire and 
water and gastric juices, and many other powerful agents. A not 
infrequent accident to money is to be left in a stove from which it 
is taken in a badly charred condition with only ashes to represent 
the greater part of it. Often it is used by rats to make their nests, 
or, buried in the dampness of a cellar, it rots away. 

Here are the rules of the Treasury Department for the redemp- 
tion of mutilated money : For a piece of currency greater than 
two-fifths and less than three-fifths of the original note, one-half 
of the face value of the note is given. For a piece as great as three- 
fifths, the whole value of the note is given. For a piece two-fifths 
in size of the original, nothing is given. But this last provision is 
limited by the law which gives discretion to the Treasury Depart- 
ment to give full value for a note, if the owner can prove to the sat- 
isfaction of the authorities that the note, or the missing part of it, was 
destroyed. This last provision opens the door to possible fraud, 
and many are the efforts made by dishonest persons to take advan- 
tage of it. The fragments of money which come to the treasury 
are turned over to one of the experts and sorted out under the 
microscope for identification. They are picked apart and each 
tiny piece is assigned to its place like the parts of a puzzle. This 
is usually done on glass, and the fragments are eventually put be- 
tween pieces of glass to hold them together while they are meas- 
ured to see whether there are two-fifths or three-fifths of the note 
identifiable, or whether it is so little that the owner can recover 
nothing. Sometimes it is a very serious matter to the owner. The 
poor are not the only applicants for assistance to recover for 
damaged money. At the time W. K. Vanderbilt's beautiful home 
at Newport was destroyed by fire, Mrs. Vanderbilt sent in about 
$1000 in mutilated currency, out of which the experts were able to 
identify for redemption all but a fraction of the sum. It is not 
alone mutilated money that comes to the treasury, but dirty and 



worn money of all kinds to the extent of nearly five hundred mil- 
lions a year. Sometimes counterfeits get past the experts in this 
bureau and are caught in the other bureaus to which the halves 
are sent when the packages of old notes have gone under the knife 
and been divided for counting and identification before they are 
destroyed. But this is not the most frequent form of attempted 
fraud. The mutilated money offers the easiest path to this sort of 
crime. Some of the experiences of the redemption division with 
would-be thieves are interesting. 

One man in Kansas sent to the treasury the halves of some small 
bills with the edges nicely charred, accompanied by an affidavit 
from the sender that he had put the money in the pocket of his 
coat and hung the coat on the fence where it was burned, to the 
destruction of part of the notes. It happened that the treasury 
had redeemed the other halves of these notes just two and one-half 
years before for a money broker on the Bowery in New York, and, 
thinking the case suspicious, had kept an eye out for the possibility 
of attempted fraud. The Kansas man was a member of good busi- 
ness standing, and his bankers threatened the treasury officials 
with dismissal if they questioned his affidavit. The case was put 
in the hands of the Department of Justice, and eventually the man 
plead guilty and was fined #1,000. A banker in Alabama re- 
ceived from a depositor a fragment of a ten- dollar bill, and the 
treasury paid five dollars for it. Later came a claim, accom- 
panied by the other part of the bill a little charred, and with an 
affidavit saying the sender had burned the remainder of the note 
by mistake. A Chicago man sent in fragments of two twenty dol- 
lar bills and one ten dollar bill with an affidavit telling how the 
other halves had been destroyed. In the same mail the other 
halves of these bills came in from a Chicago banker. The maker 
of the affidavit, who proved to be a tool of some swindlers, was 
sent to prison for one and one-half years. — Washington Star. 



THE MOON 



The moon, turning on its axis once in a little more than twenty- 
seven days, presents every part of its surface in succession to the 
sun in that time, as the earth does in twenty-four hours. The day 



of the moon is consequently nearly a fortnight long and its nights 
of the same duration. The light of the sun, falling upon the moon, 
is partly absorbed into its body, but a small portion is reflected or 
thrown back and becomes what we call moonlight. The illumi- 
nated part from which we derive moonlight, is at all times increas- 
ing or diminishing in our eyes as the moon proceeds in her revo- 
lution around our globe. 

When the satellite is at the greatest distance from the sun, 
we, being between the two, see the whole of the illuminated 
surface which we accordingly term full moon. As the moon 
advances in her course, the luminous side is gradually averted 
from us, and the moon is said to wane. At length, when the 
satellite has got between the earth and the sun, the luminous 
side is entirely lost sight of. The moon is then said to change. 
Proceeding in her revolution, she soon turns a bright edge to- 
ward us, which we call new moon. This gradually increases 
in breadth till the moiety of the circle is filled up ; it is then said 
to be half moon. The luminary, when on the increase from 
new to half, is termed the crescent. In the early days of the new 
moon we usually see the dark part of the body faintly illuminated, 
an appearance termed the old moon in the new moon's arms. 
This faint illumination is produced by the reflection of the sun's 
light from the earth, or what the inhabitants of the moon, if 
there were any, might be supposed to consider as moonlight. 
The earth, which occupies one invariable place in the sky of the 
moon, with a surface thirteen times larger than the apparent size 
of the moon in our eyes, is then at the full, shining with great 
lustre on the sunless side of its satellite. 



CORK 

Cork, which is used so much for stoppers for bottles, is the bark 
of an evergreen oak growing in the south of France, Spain, and 
some other countries. The bark is first taken off when the tree is 
about twenty-five years old. The cork tree requires a warm climate, 
yet it is found in Spain at an altitude of 1,600 feet, and in Algeria 
at 3,200 feet. The lowest annual temperature at which it flourishes 
is about sixty degrees. It grows best on slopes where it has an 

223 



abundance of light and free circulation of air. The trees continue 
to grow and be of service for their bark for two hundred years. 
In Spain the maximum height is sixty feet, the trunk having a 
girth of ten or twelve feet. 

The cork is obtained in the following manner : 

An incision is made through the bark and around the tree near 
the ground and another near the branches. These cuts are followed 
by perpendicular ones dividing the bark into broad strips. The 
cuts stop the circulation of the sap, and the bark soon begins to 
dry and curl outward, and each strip is then peeled off by hand. 
The tree is not killed by this process, which may be repeated every 
ten years. 

DIVING SUITS 

The diving suit is generally made of India rubber, covered with 
cloth, and envelopes the whole body of the diver. The helmet, or 
headpiece, is made of copper, and is fitted with three strong plate- 
glass windows. The inlet valve, to which the hose is attached that 
supplies the air from a force pump above, is so constructed as to 
freely admit the air ; but should anything happen to the hose or 
pump, the valve at once shuts, enclosing sufficient air in the dress 
to last until the diver can be drawn to the surface. The boots are 
made with leaden soles and weigh about forty pounds, while the 
breastplates at the front and back weigh nearly eighty pounds. 
The cost of a suit is ; 



THE UNITED STATES FLAG 

The Stars and Stripes, the flag of the United States, came into 
existence on June 14, 1777, nearly a year after the battle of Lex- 
ington ; and the place of its birth was the house of Mrs. Betsy Ross, 
at 239 Arch Street, Philadelphia, a two-story structure that is still 
standing and looks good for another hundred years of life. So 
rapid has been the march of events since the Stars and Stripes were 
first unfurled, and so populous and great have the states become, 
that it seems almost an eternity of time since Betsy Ross sat in her 
humble home and made the flag ; and yet there are living in Phil- 
adelphia today descendants of Betsy Ross who heard the stcrv 
from her own lips. 

224 



In the spring of 1777, a committee was appointed by Congress 
to design a suitable flag for the nation. Accompanied by General 
Washington, the committee visited Mrs. Ross, and giving her as a 
model a pencil sketch made by Washington, they requested her to 
make a flag in accordance with the design. The act by which the 
flag made by Mrs. Ross was chosen as the emblem of the United 
States is as follows : ' ' Resolved : that the flag of the thirteen 
United States be thirteen stripes, alternate red and white, with 
thirteen stars of white in a blue field, representing a new constel- 
lation." The act passed by Congress on April 4, 1818, provides 
that on the admission to the Union of a new state, one star should 
be added, the addition to be made on the 4th of July following 
the admission of the state. Thus the thirteen stripes on the United 
States flag represent the original number of states comprising the 
Union. Now there are forty-five stars, but the stripes will ever 
remain the same— seven red, six white. Its proportions are per- 
fect when properly made — one-half as broad as it is long. The 
blue field for the stars is the width of a square of the first seven 
stripes — four red, three white. The colors are in beautiful relief, 
and it is altogether a splendid national emblem. The five-pointed 
star was suggested by Mrs. Ross, and has always remained the 
same, though the number of points has never been the subject of 
legislative enactment. 

AMBER 

A valuable collection of amber is being exhibited in London, 
which is attracting much attention from both naturalists and 
people generally. Most people know that amber, away in the dim 
ages, was gum of a most transparent and liquid kind which oozed 
from the pines growing in the countries near to what is the Baltic 
Sea of our day. The trees decayed and mingled with the soil, but 
the resin was stored up by nature, and when, as the centuries 
rolled on, the earth began gradually to sink, and the sea washed 
over what was once dry land, the wood soil was upheaved and the 
hard gum carried off by the waves to be dropped to the bottom of 
the ocean. There the action of the water, in the course of further 
ages, slowly converted the lumps of resin into the fossil which ocean 
currents have since disturbed and often cast back on the coasts. 

225 



It was in oozing from the pine trees that the liquid resin caught up 
in its course insects and other things, which have been wonderfully 
preserved. Ants and spiders, leaves, flowers, and fruit of species 
and kinds unknown to recorded history, are to be examined with 
as much facility as if they stood on an object glass ; and of such 
delicate consistency was evidently this trickling gum, that the 
winged insects have been imprisoned without the slightest damage 
to their fragile forms. 

The finest specimen in the London collection contains a fly, very 
much like the species which today is common the world over. It 
seems to be poised in mid-air, the wings outstretched in the most 
natural fashion, with the light playing on their gauzy texture and 
showing them in ever changing hues. The legs are long, and the 
fine hairs covering them are plainly discernible. Even the eyes 
are preserved. There are some ten insects in another piece of 
amber about an inch square, including a couple of spiders and an 
insect looking very much like a mosquito. Another specimen con- 
tains five flies, and while it is evident from the peaceful attitude of 
four of them that the overwhelming process was immediately effect- 
ual, one appears to have given a last kick, and that death struggle 
of an insect many thousands of years ago is plainly recorded today 
in the disturbed appearance of the fossilized gum. 



Mr. Jas. H. Cole, 

Box 29, Nunda, N. Y. 

My dear Sir : 

I am in receipt of your letter of the 13th inst., and am 
pleased to learn that your progress has been so rapid. Let me 
caution you, however, to be very sure that you understand the 
principles thoroughly. If you do, and can apply them readily, 
you may congratulate yourself on having accomplished the first, 
and perhaps most important step, in the study of Shorthand ; if 
you do not, review carefully from the very beginning of the book. 
Any attempt at further progress before the principles have been 
mastered will be quite likely to result in failure. 

Resolve to become a good stenographer. The market is over- 
stocked with poor ones. It will pay you to put forth earnest and 
persistent effort, as the higher speed you obtain, and the more pro- 

226 



ficient you make yourself, the better place and the larger salary 
you will be able to secure. Make it a practice, not only to read 
over a large portion of everything you write, but to make frequent 
transcripts, exercising the utmost care in spelling, punctuating and 
capitalizing. These are very important, and if you find yourself 
deficient in this part of the work, take immediate steps to remedy 
the defect. The demand for competent stenographers was never 
so great as at the present time, and you need have no fear that 
your services will not be needed, if you prove yourself capable. 
Do not, however, expect a position until you can do good, and 
fairly rapid work. 

Yours truly, 



ADDRESS OF CHAUNCBY M. DEPBW TO THE YALE 
LAW STUDENTS 

I do not propose to pursue any of the subjects upon which you 
have been instructed by this learned faculty, nor am I prepared to 
compete with you with a thesis upon some legal question, as a part 
of the exercises of graduation. The commencement orator usually 
addresses himself to the professors and the elder members of the 
profession, but I am here to speak to you. The most joyous of 
days is that which closes the doors of the school, and opens the 
gateway to the world ; the most apprehensive, the one which 
marks the opening of your clientless office ; the happiest, the first 
return, after the future is secure and success is assured, to college 
scenes and associations. It is the privilege of age and experience 
to indicate paths in the field you are yet to explore, to point out 
the dangers which beset them, and the methods of safe and com- 
fortable travel. Most of the ideals of these closing hours, devoted 
to the confidential interchange of aspirations and hopes, will be 
shattered against the stern realities of practical life, but their 
.destruction will furnish the lessons for sure foundations and per- 
manent construction. 

At this hour, all your thoughts are concentrated in one word, 
success. If your construction of success were honestly analyzed, 
it would probably mean, to most minds, the getting of money. 
The desire to acquire property is the most potent force in the 

227 



activities of our people. It is the mainspring of our marvelous 
development, and the incentive and reward of intelligent industry. 
It is alike the cause of the noblest efforts and the most revolting 
crimes. That man would be unfaithful to his family, and to his 
own independence, who did not use every honorable effort, and 
practice every reasonable economy, to secure home and competence 
for declining years. But the lawyer who makes this his sole aim 
is an uuworthy member of the noblest of professions, and will 
never win its honors or rewards. * * * * 



Messrs. Johnson & King, 

West 14th St., New York City. 

Gentlemen : 

Yours is just at hand. In reply will say that we ran 
your "Ad." in the December 5th, 19th, and 26th issues, and then 
again in the New Year number ; but were not able to get it in the 
issue of the 16th of January, as that number was full before your 
order for continuance was received ; so it had to be carried one 
week later, and went in the 23d ©f January, and then again in the 
first issue in February, and again in the February 20th number. This 
will be followed by the first issue in March, March 6th, then in 
the issue of the 20th. It really carries it forward one week on each 
insertion. We could not get it in the 16th, as you originally wished 
it, and which would have been two Weeks after the first issue in 
January, but could use it in the 23d, and since that time have used 
it every other week, which brings it, for February and March, 4n the 
first issues of the month. These are both especially good numbers, 
anfl we have many calls for extra copies of the first issues of each 
month. We trust this will be satisfactory and as you wisiied. 

Jf, during your best season, you would run some large "Ads." 
giving us the option 01 two or three dates in which to use them 
when we could do the best for them, we believe it would pay you 
well. We are not able, ever, to promise any. particular dates, ex- 
cept in the special numbers ; the regular issues being always full far 
in advance. Kin.dly notify us by return mail how much space you 
are likely to need in. the. April numbers. 

Very respectfully, 
228 



Guide to the Use of Capitals 



The following rules for the use of capitals have been 
very carefully prepared, and, with the copious illustra- 
tions, will be found of much assistance to the young ste- 
nographer. 

i . Every Sentence and Every Line of Poetry should 
begin with a capital. 

2. Proper Names should begin with capitals ; as, John 
and James went to the White Mountains. The city 
of Cincinnati is on the Ohio river. 

3. Proper Adjectives and "Words derived from Proper 
Names should begin with capitals ; as, American, 
Roman, Bostonian, Swedish, Smithsonian, to Chris- 
tianize. 

4. Direct Quotations* When the exact words of a 
speaker or writer are used, the first word should begin 
with a capital ; as, James said, " Come with me." 

5. The pronoun / and the interjection should be 
capitals. 

6. Names of God* words denoting or referring to the 
Deity, should begin with capitals ; as, " Trust in Provi- 
dence:' " For in Thee, O Lord, do I hope." " Thou 
wilt hear, Lord my God: ' " Trust in Him and He 
will give you rest." Jehovah, Creator, Almighty. 

229 



7- Months of the Year, Days of the "Week, Holi- 
days, and Special Seasons should begin with capitals ; as, 
January, Monday, Christmas, Fourth of July, Good 
Friday, Lent, Advent, Trinity. 

Spring-, summer, fall, autumn and winter should 
not be capitalized unless personified. 

8. Titles of Honor and Office should begin with 
capitals; as, Dr.; Mr.; Rev.; General Hood; Ser- 
geant Mills; Peter Chase, D. D., LL. D.; Hon. 
James Drew ; President Madison; His Honor, the 
Mayor; Henry Chase, Ph. D. 

9. Names Personified^ The name of anything spoken 
of as a person should begin with a capital ; as, ' ' Come 
gentle Spring," ' ' Then Hope said. ' ' 

10. In Headings and Titles the important words 
(usually nouns, pronouns, adjectives, verbs and adverbs), 
should be capitalized ; as, "An Illustrated History of 
the State of Vermont," Pope's u Essay on Man," 
"His Majesty, Myself." 

In books, the titles and heads of the principal divisions 
are printed in small capitals. 

1 1 . Names Composed of Proper and Common Nouns, 
such as, Junior course, Cayuga creek, Andes moun- 
tains, etc., should have the first word only capitalized 
(unless used in a title or in an address), because it may 
be used alone. In such names as Rocky Mountains, 
Jersey City, Black Hills, etc., both parts should be cap- 
italized, as both are necessary to describe the place. 

230 



i2. Religious Sects, Political Parties, Organizations, 
Societies and Companies should begin with capitals ; as, 
Methodist, Catholic, Republican, Prohibition party, 
Band of Hope, Radicals, Conservatives, The Courier 
Co. 

13. Distinct Regions; as, Pacific Coast, the North, 
the Southwest, North Siberia, etc., should be capital- 
ized. In the sentence, He was traveling' west, west 
should not be capitalized as it denotes simply direction. 

In the sentence, He went West, west should begin 
with a capital, as it here denotes a certain part of the 
country. 

14. Words of Special Importance describing great 
events, or special things which have acquired a distinct 
name, should be capitalized ; as, Blue Monday, Gulf 
Stream, the Dark Ages, the Revolution, the Civil 
War. 

15. It is sometimes allowable to capitalize a word in 
order to give it special emphasis ; as Write every Proper 
Name, and every Adjective derived from a Proper Noun 
with an initial capital.— Swintorfs Grammar. 

16. In display advertisements, important words are 
generally capitalized. It is also customary to capitalize 
important words in bills ; as, 3 lbs. Tea, 4 bu. Potatoes, 
etc. 

17. In writing the amount in checks, notes, etc., some 
prefer to capitalize each word ; as, Four Hundred 
Thirty-four. 



231 



Punctuation 



Punctuation is so important a part of the education of 
the stenographer, and so few have a practical knowledge 
of the art, that it has been thought advisable to give in 
this book a series of rules which, it is hoped, will be 
found of great benefit to the stenographer, and will enable 
him to render better transcripts than he otherwise could. 



THE COMMA 

The comma denotes the least of the divisions of a sen- 
tence. The following rules will show its principal uses. 

Rui^ i . When words or phrases are not essential to 
the meaning or structure of the sentence in which they 
stand, but are merely thrown in, as it were, they should 
usually be set off by commas; as, It is said, however, 
that the conditions are favorable. He has just heard, 
evidently, of the late disaster. A practical education is, 
in fact, the key to success. He went, accordingly, and 
made arrangements. 

Rui*E 2. Clauses or Phrases coming between the 
subject and predicate of a sentence, or between any of its 
principal parts, should usually be set off by commas. 

232 



EXAMPLES 

The painter has, with perfect reality, depicted the 
horrors of war. 

" The sun, with all its train of attendant planets, 
is but a small portion of the universe. 
• John, who had studied faithfully, secured the prize. 

The book, though not a new one, was highly prized. 

Rui,K 3. The Ellipsis of a Verb should be marked by 
a comma ; as, James went to France ; John, to England. 
He has one book ; she, two. Commas indicate the closest 
connection ; brackets, the remotest. 

Rule 4. Relative Clauses, not Restrictive, should 
usually be set off by commas. 

EXAMPLES 

The young man, who seemed very bright, found 
ready employment. 

They intend to go in the spring, which is the most 
delightful season of the year in that country. 

The giant trees of California, which are the largest in 
the world, are falling victims to man's greed. 

Note i. A clause is restrictive when it limits the meaning of 
some particular word to some particular sense ; as, Books which are 
fall of knowledge are valuable. Here the author does not say that 
all books are valuable, but merely those that are full of knowledge. 
The clause is, therefore, restrictive, and should not be set off by 
commas. Some authors would, however, place a comma after 
knowledge to mark the logical subject. 

NOTE 2. If several words come between the relative and its 
antecedent, a comma should precede the relative even if it is used 
restrictively ; as, He is the best man, who does the most good. 

233 



NofE 3. A comma should always be placed before the relative, 
if it is immediately followed by a word or phrase set off by 
commas ; as, The engineer, who, through gross carelessness, 
wrecked the train, deserves the severest censure. He met with a 
painful accident, which, however, did not permanently injure him. 

Rule 5. An Appositive Word, together with its 
adjuncts, should usually be set off by commas. Titles, 
when affixed to a noun or pronoun, should also be set 
off by a comma, or commas. 

EXAMPLES 

Gladstone, the noted statesman, lived in England. 
Victoria, The Queen of England, was very wealthy. 
Rev. James Russell, D. D. , LL. D. 
Harold Hunt, Esq. 

NOTE I. When the appositive consists of only one word, or only 
one word preceded by the article the, no comma is usually required ; 
as, Jesus the Saviour was crucified. 

Note 2. In sentences like the following, the appositive is not 
set off by commas ; as, Goldsmith Maid was called the queen of the 
turf. He was chosen king. They elected him president. 

Ruee 6: The Simple Members of a Compound Sen- 
tence, unless short and closely connected, are generally 
divided by commas. 

EXAMPLES 

The machine is a marvel of simplicity, but its work is 
truly wonderful. 

" Life is short and time is fleeting." — Short, no comma 
needed. 

Be charitable, meet your obligations promptly, and 
you will be respected. 

He speaks earnestly, and his words carry conviction 
with them. 

234 



Note. When the members have commas within themselves, a 
semicolon is usually placed betwen the members ; as, James, though 
younger, was soon noted for his fine work ; but John, being lazy 
and indifferent, met with little success. 

Rule 7. Similar Phrases forming* a Series should 
have a comma after each phrase. 

EXAMPLES 

He has sailed the seas in merchantmen, government 
cruisers, and fleet ocean racers. 

An earnest purpose, a desire to excel, and persistent 
application, will win success. 

Rule 8. Words or Phrases in Pairs should have a 
comma after each pair. 

Examples 

Minute by minute, day by day, and week by week, the 
work goes on. 

He has studied Latin and Greek, philosophy and 
chemistry, drawing and music. 

Rule 9. Similar Words in a Series should usually be 
separated from each other by commas. 

EXAMPLES 

Men, women, boys and girls were there. He spoke 
rapidly, distinctly and forcibly. 

The sun, moon, planets and stars are objects of earnest 
study. 

Love, faith, hope and charity are written on their 
banner. 

Note i. In a series of similar words no commas are required, 
if the connectives are all expressed. (See example i below.) If 

235 



the connectives are all omitted, the words must not only be sepa- 
rated from each other by commas, but a comma must be placed 
after the last one to separate it from what follows (see example 2). 

EXAMPLES 

1. Every thought and every word and every action 
will be brought into judgment. 

2. Every thought, every word, every action, will be 
brought into judgment. 

Note 2. If the terms are adjectives, no comma should be in- 
serted between the last one and its noun, if the latter is final ; as, 
She was a kind, generous, noble woman. 

Rule 10. Independent Elements should be set off by 
commas. 

Under the above head are included : 

1. The nominative case independent; as, I believe, 
Mr. Secretary, an error has been made. James, go at 
once. 

2. The nominative case absolute ; as, He being deaf, 
we talked without fear of being heard. 

3. Independent adverbs ; as, Why, how well you look ! 

4. Unemphatic Interjections ; as, Oh, how kind you 
are ! 

Rule 11. Dependent and Conditional Clauses are 
usually set off by commas. 

EXAMPLES 

I will go early in the morning, if I can secure a horse. 
I will not go, unless he returns this by evening-. 
Educate a man, and you increase his usefulness. 

Note i. In the preceding sentence the condition is implied ; 
the meaning being, " If you educate a man," etc. 

236 



Note 2. A clause is dependent when it requires another to 
complete its meaning. A dependent clause usually begins with if, 
unless, where, when, until, in order, etc. 

Note 3. If the sentence is short, and the connection close, no 
comma should be used ; as, He will come as he went. You may 
return when you can. 

Rule 12. Transposed Phrases or Clauses placed at 
the beginning of a sentence, should usually be set off by 

a comma. 

EXAMPLES 

At the end of a few hours, they reached the cabin. 

Hunted by every one, there seemed little chance of 
escape. 

To tell the truth, his record was never brilliant. 

To be plain, I cannot say I like it. 

" Who would be free, themselves must strike the 
blow." 

Note. In making out catalogues, and lists of names, the last 
name is generally written first, and a comma placed after it ; as, 
Brooks, James A. 
Luce, Messrs. E. & J. 
Hood, Dr. O. B. 
Case, Geo. M., Jr. 

Rule 13. A Short Quotation, or a sentence resem- 
bling a quotation, should be introduced by a comma. 

EXAMPLES 
He said, " I will be there." 
Resolved, " That we tender our thanks." 
I say, ' ' You ought not to go. ' ' 

He began his speech by saying, "It is a pleasure to 
be with you again." 

237 



Rule 14. The Comma should be used to prevent 
ambiguity, and to make prominent emphatic or con- 
trasted parts. 

EXAMPLES 

He is liberal, not lavish. ( Contrasted parts. ) 
The convict walked, and slept upon his bed. 

c ' Every lady in the land 
Has twenty nails upon each hand, 
Five and twenty upon hands and feet ; 
This is true without deceit." 

Note Effect of Punctuation 

' c Every lady in the land 
Has twenty nails ; upon each hand, 
Five ; and twenty upon hands and feet : 
This is true without deceit." 



THE SEMICOLON 

The Semicolon is used to mark the division of a sen- 
tence next longer than that indicated by the comma. 

Rule i. Subdivided Members* A semicolon is gen- 
erally used between members that are subdivided by 
commas, unless the connection is very close. 

EXAMPLES 

The model, though in a crude state, was exhibited a 
year ago ; and now, for the first time, a perfect cast has 
been secured. 

238 



Garfield, like Lincoln, was born of humble parents ; 
and, like Lincoln, was killed by an assassin's bullet 
while holding the highest office in the gift of the nation. 

Rvm 2. Clauses and Expressions in a Series, having 
a common dependence upon another clause, are separated 
from each other by semicolons, and from the clause upon 
which they depend, by a comma. 

Kxampi.ES 

He said, that you agreed to furnish fifty tons of coal ; 
that you were to deliver in five-ton lots ; and that you 
accepted his offer of four dollars, net. 

They claim, that the instrument is superior to all 
others ; that it is simpler in construction ; that its action 
is easier and quicker ; and that its tone is fuller and 
richer. 

Note. If the clause upon which the others depend, comes at 
the end of the sentence, it is usually separated from them by a 
comma, followed by a dash. Thus : "To give preference to honor 
above gain, when they stand in competition ; to despise every ad- 
vantage which cannot be attained without dishonest acts ; to brook 
no meanness ; and to stoop to no dissimulations, — are the indica- 
tions of a great mind. 

RuivB 3. A General Term in Apposition is usually 
separated from the particulars under it by a semicolon, 
and the particulars, from each other by commas ; as, 

He selected three books ; Pilgrim's Progress, David 
Copperfield, and Recreations in Astronomy. 

NoTK. If the particulars contain commas within themselves, 
they should be separated from each other by semicolons, and from 
the general term by a colon ; as, 

239 



He selected three books : Pilgrim's Progress, by Bunyan ; 
David Copperfield, by Dickens ; and Recreations in Astronomy, by 
Warren. 

Rule 4. Short Sentences, without grammatical de- 
pendence, yet connected in meaning, are usually sepa- 
rated from each other by semicolons. 

EXAMPLES 

The winter is gone ; the summer is here with its sun- 
shine and flowers. 

I know the morning ; I am acquainted with it and 
love it, fresh and sweet as it is ; a daily new creation, 
breaking forth and calling all that have life and breath 
and being to new adorations, new enjoyments, and new 
gratitude. — Daniel Webster. 

Note. When the sentences are short, and the connection very 
close, a comma is generally used ; as, The sun is shining, trees 
are budding, birds are singing ; all the earth seems glad. 

Rule 5. An Additional Clause* When a clause 
stating a reason, explanation, or enumeration is added 
to a preceding sentence, it should be preceded by a semi- 
colon, if introduced by a connecting word, but by a colon 
if not. 

EXAMPLES 

You should gather all you can ; for it will be needed. 
You should gather all you can : it will be needed. 

NoTE i. A comma is sometimes used when the sentences are 
very short and the connection close ; as, " Be just, and fear not." 
" Think much, fear little." 

Note 2. As, namely, thus, and that is, when used to connect 
an example with a rule, should be preceded by a semicolon, and 
followed by a comma ; as, There are two divisions of Grammar ; 
namely, Etymology and Syntax. 

240 



THE COLON 

The Colon is used to mark a division next greater than 
that indicated by the semicolon, and next below that of 
the period. 

Two rules have already been given for the use of the 
colon, see Rule 5, also Note, Rule 3, under "Semi- 
colons. ' ' 

Rule 1. Gt eater Divisions* The Colon is generally 
used between the divisions of a sentence that are sub- 
divided by semicolons. 

EXAMPLE 

"The three great enemies to tranquility are vice, 
superstition and idleness : vice, which poisons and dis- 
turbs the mind with bad passions ; superstition, which 
fills it with imaginary terrors ; idleness, which loads it 
with tediousness and disgust.' ' 

Rule 2. Direct Quotations, if long, or formally in- 
troduced, should be preceded by a colon. 

NOTE i. "If, in reading, the introduction takes the falling 
inflection on the last word, it is formal ; if it takes the rising in- 
flection it is informal, and requires a comma." — Westlake. 

EXAMPLES 

He rose and said : ' ' I did not come here this evening 
with the intention of speaking. ' ' 

Thomas Jefferson, in speaking of indolence, said : " Of 
all the cankers of human happiness, none corrodes with 
so silent, yet so baneful an influence as indolence. 

241 



EXAMPLE 

When the meeting was called to order, the president 
rose and said : 

' ' Gentlemen, it is with great pleasure that I introduce, ' ' 
etc. 

Rule 3. Yes and No* These words should be fol- 
lowed by a colon when equivalent to an answer that is 
afterwards expressed in full. 

EXAMPLES 

Will he go now ? No : he cannot go now. 
Are you nearly ready ? Yes, kind friend : I will soon 
be ready. 

Note. In such cases as, " Yes, sir," "No, my lords," etc., the 
colon should come after the last word ; thus, Yes, sir : I will go 
with you. No, my lords : I cannot agree to your proposition. 

Rule 4. The Expressions, as follows, to proceed, 
to conclude, etc., when used to introduce an enumera- 
tion or example, or when placed at the beginning of a 
paragraph and referring to the whole of it, should be 
separated from what follows by a colon ; as, To conclude : 
your education, in its truest, noblest sense, can never be 
completed. 

NOTE. Viz. should always be preceded by a comma and fol- 
lowed by a colon ; as, " There are three cardinal virtues, viz. : faith, 
hope, and charity. 

Rule 5. A Formal Salutation in a letter; as, Dear 
Sir, Gentlemen, etc., should be followed by a colon, 
when the body of the letter begins on a line below. 

242 



EXAMPLES 

Dear Madam : We enclose check for balance, etc. 
Gentlemen : Your favor is before us. 

NOTE. When the body of the letter follows immediately after 
the salutation, on the same line, the colon and dash are both used. 

EXAMPLES 

My dear Sir : — Your favor of the, etc. 

Dear Sir : — We will accept your proposition, etc. 



THE PERIOD 

Rule i. Place a period at the end of every declara- 
tive and imperative sentence. 

EXAMPLES 

James went west to Colorado. Go at once. 

Rule 2. Place a period after every abbreviation. 
EXAMPLES 

M. D., for Doctor of Medicine; M. C. for Member of 
Congress ; Feb. for February ; Esq. for Esquire, etc. 

Note. When figures are used to number sections, etc., a period 
should be placed after the figure ; as ' ' Three things are needed : 
1. Food. 2. Clothing. 3. Medicine. 

A period should also be placed after letters when used as num- 
bers ; as, Chapter XX. , Verse V. 

243 



INTERROGATION POINT 

Rule i. Place an interrogation mark after every 
question admitting an answer. 

EXAMPLES 
When did you go? I ask, what is to be done? 

Note I. An interrogation point does not always mark the end 
of a sentence ; as, 

The question, How shall we go ? must be decided. 

Note 2. When several questions have a common dependence 
on some preceding word or clause, an interrogation point should 
be placed after each question ; as, When did he go ? for what pur- 
pose ? with whom t 

If, however, the word or phrase on which the series depend 
comes last, but one interrogation point is used, and that at the end ; 
as, When, for what purpose, with whom did he go ? 

NOTE 3. An interrogation mark is sometimes used, even though 
the words are not put in the form of a question ; as, You will call 
soon? 



THE EXCLAMATION 

The exclamation point should be used after every ex- 
pression or sentence denoting strong emotion. What 
bravery ! Save me ! 

NOTE i. An interjection is generally followed by an exclamation 
point. Unemphatic interjections either have no point after them, 
or else are followed by a comma. O seldom takes any point imme- 
diately after it. 

EXAMPLES 

Alas ! I am no longer rich. 
Oh ! it hurts. 
Oh, yes : we will go. 
O my country ! 

244 



NOTE 2. Where the interjection forms part of the clause or ex- 
pression, the exclamation point should be placed at the end of the 
clause or expression ; as, O vain man ! Oh that I could make him 
happy ! 



THE DASH 

This point is greatly misused by many, especially by 
young writers, and considerable care should be exercised 
in its use. Do not employ the dash where another point 
could be substituted for it without changing the mean- 
ing. 

Rule i. Abrupt Changes in construction or senti- 
ment should be marked by a dash. 

EXAMPLES 

Could it have been James— but no, I do not believe he 
would go. 

He was great— in his own estimation. 

Rule 2. Use the dash to denote a summing up of 
particulars ; as, You will be supplied with paper, pens, 
ink and pencils,— everything needed. 

He has lost home, friends, wealth,— everything. 

Rule 3. Parenthetical Expressions, less closely con- 
nected with the rest of the sentence than would be indi- 
cated by commas, should be inclosed in dashes ; as, — 

I saw— probably owing to the reflected light — the figure 
of a man. 

" Religion — who can doubt it ? — is the noblest theme 
for the exercise of the intellect." 

245 



Rule) 4. The dash is sometimes used at the end of 

an extract, before the name of the author or work ; as, 

The rose is the finest when 'tis budding new. — Scott. 



MARKS OF PARENTHESIS 

Rule 1. The curves are used to inclose words or 
figures inserted in a sentence by way of comment, but 
having little or no connection with the sentence ; as, 

This error (if error it were) caused the loss of twenty 
lives, and the destruction of much valuable property. 

Please send us (if you have in stock) three dozen 
" Ideal" Copy Holders. 

Note. When a point would be required between the parts of a 
sentence, in case no parenthesis were there, then said point should 
follow the last curve, unless there is a point within the curves, 
in which case it should precede the first curve ; as, 

While the self-respecting man seeks the good- will of others (and 
there is no reason why he should not), he will not stoop to dis- 
honorable means to obtain it. 

While the self-respecting man seeks the good-will of others, (and 
why should he not ? ) he will not stoop to dishonorable means to 
obtain it. 



QUOTATION MARKS 

Rui^K 1. All quoted or borrowed expressions should 
be enclosed in quotation marks ; as, The Bible says, 
"Thou shalt not steal." John said, "I will surely be 
there." 

246 



NOTE I. A writer may quote words previously used by himself ; 
as, I can only repeat what I wrote you before, " I cannot accept." 

NOTE 2. Sometimes a quotation is changed somewhat ; that is, 
the exact words are not given. In such cases the change of word- 
ing should be indicated by using only one of the quotation marks 
at beginning, and one at end of quotation. When the remarks of 
others are stated in our own language no quotation marks should 
be used. 

NOTE 3. When a quotation is inclosed within another quota- 
tion, the inclosed one should have only single marks ; as, 

I have seen it stated, " The command 'Thou shalt not kill,' for- 
bids many crimes besides that of murder." 

When the internal quotation comes at the end, three apostrophes 
are used ; as, 

Some one has said, " What an argument for prayer is contained 
in the words, ' Our Father which art in heaven ! ' " 



247 



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